This research examined the supervisory perspectives of basic instruction program (BIP) graduate teaching assistants (GTA) instructional supervisors (N = 31) at doctoral programs listed in the American Academy of Kinesiology and Physical Education (AAKPE) Doctoral Program directory. This study had two purposes: (a) to identify the instructional leadership and supervisory concerns and challenges of BIP GTA supervisors; and (b) to obtain recommendations on means of addressing these concerns and consequently, enhancing their effectiveness as supervisors. A mixed-methods research design was used to obtain, analyzed and interpret participant responses. More specifically, quantitative and qualitative data were collected via a web-based questionnaire called the Collegiate Instructional Leadership Questionnaire in Physical Education (CILQ-PE) during the spring 2005 academic semester. Quantitative data were analyzed and descriptive statistics, including means, frequency counts, and rations, were generated with the use of the Statistical Package for Social Sciences (SPSS) 15.0. Participants' demographic characteristics included: (a) 51.6% and 48.4% were male and female respectively; (b) 41.9% and 32.3% held Ph.D. or Ed.D. degrees respectively; and (c) 48.4% and 25.8% of the participants' degrees were in the physical education teacher education and exercise science academic disciplines respectively. Findings relating to instructional supervision and development responsibilities included: (a) 61.3% of participants responded that they supervised 11 to 20 GTAs per academic year; (b) 51.6% and 25.8% of supervisors reported that they formally met with GTAs once a month or once a semester respectively; and (c) 58.1% of participants asserted that they had significant input into allocation of assistantships. Findings pertaining to supervisory preparedness and support included: (a) 54.8% of respondents reported they considered themselves the instructional leader of the GTA program; and (b) 67.7% of respondents expressed that they were supported by the graduate program administration in their GTA instructional supervisory and development efforts. Qualitative data, obtained from open-ended question responses, were analyzed with the use of traditional techniques such as coding categories, constant comparison between responses, and analytic induction techniques and theme development. Major themes included: (a) perceptions of instructional leadership; (b) prominent GTA instructional supervisory and/or training concerns; and (c) means of graduate program administration better supporting GTA instructional supervision and development efforts. Implications derived from this research can serve as a vital source of information regarding the manner in which graduate programs can best address the instructional supervisory concerns and needs of BIP GTA supervisors in regards to their methods of socializing GTAs into their instructional roles.Keyword(s): administration/mgmt, college level issues, leadership development