Supervisors are key actors for physical education teacher education (PETE) students at practicum. Their guidance influence what PETE-students focus on when teaching and reflecting on their teaching. In addition to that, Russell (2013) states that reflective practice should be experienced in classrooms at schools, and not in the halls of the university. Therefore, my study focus on how supervisors’ guidance affects PETE-students experiences of teaching at schools by investigating their reflective conversations when planning and evaluating PETE-students teaching. Schön (1983) states that practitioners, e.g., teachers, conversate with teaching situations when they reflect. For that reason, supervisors are central figures, as they can (re)direct PETE-students’ attention by their guidance on meaningful aspects that PETE-students should consider in teaching situations. Supervisors’ guidance reduces the influences PETE-students should pay attention to. However, supervisors cannot foresee what PETE-students’ pay attention to, but supervisors can be committed to stimulate PETE-students development as professionals by (re)directing their focus. My results indicate that supervisors’ guidance can be more or less controlling, which affects how PETE-students experience their learning journeys at practicum. The PETE-students either, experienced controlled journeys where they had specified rules to follow, or they experienced more adventurous journeys where they had the opportunity to find their own path as teachers. Supervisors can stimulate PETE-students’ professional growth as autonomous and responsible teachers by being committed to encouraging them to consider their teaching thoroughly and allowing them to decide how to teach at practicum.