Like many other health care professions, recent curriculum reform in radiographer education has resulted in the development of an undergraduate programme, which aims to produce an independent,‘reflective’practitioner. It was therefore considered that the role of supervising radiographers would be even more critical than previously, and their activities in the clinical setting which would support the aims of the curriculum were examined. The study methodology was separated into two stages. First, the Delphi technique consulted expert radiographers in order to define clearly the role of clinical supervisors. The statement derived by the experts using the Delphi method was used to assist students in making their judgements. The second stage used the Critical incident technique, in which students described activities by radiographers which assisted or hindered their learning. As well as clarifying the current activities of practitioners when supervising student radiographers, the findings indicated that they had been poorly prepared for their new role. Many reported learning situations which were task-rather than student-centred and the strategies which would support the development of reflective practice were rarely displayed. Because supervising radiographers are in a powerful position to influence clinical learning, it is recommended that appropriate training programmes are needed, in order to promote our true educational purpose, namely quality patient care.