This doctoral research explores doctoral supervision within life science research in a Danish university. From one angle it investigates doctoral students’ experiences with strengthening the relationship with their supervisors through a structured meeting with the supervisor, prepared as part of an introduction course for new doctoral students. This study showed how the course provides an effective way build supervisee agency and strengthening supervisory relationships through clarification and alignment of expectations and sharing goals about doctoral studies. From the other angle the research investigates learning opportunities in supervision with multiple supervisors. This was investigated through observations and recording of supervision, and subsequent analysis of transcripts. The analyses used different perspectives on learning; learning as participation, positioning theory and variation theory. The research illuminates how learning opportunities are created in the interaction through the scientific discussions. It also shows how multiple supervisors can contribute to supervision by providing new perspectives and opinions that have a potential for creating new understandings. The combination of different theoretical frameworks from the perspectives of learning as individual acquisition and a sociocultural perspective on learning contributed to a nuanced illustration of the otherwise implicit practices of supervision.