Research in the field of TESOL teacher preparation (TP) and supervisory practices is plentiful in the traditional face- to- face mode (Copland, 2012; Farr, 2011; Vásquez & Reppen, 2007) but fur-ther detail in required in order to more fully understand the affordances of the online mode. This research brief therefore focusses on the experiences of MA TESOL students and their TP tutors on their experiences of both online and in- person teaching and supervisory feedback practices as part of their 1-year MA TESOL programme at the University of Limerick, Ireland. Findings demonstrate positive evaluations of both online and face- to- face teaching and supervision, with some points of caution highlighted in order to maximise the value of both modes. For example, students' positive evaluations of face- to- face TP feedback included that the interactions were rich and personal, while the online mode provided for a calm, less face- threatening environment, with no negative evaluations of either mode. Tutors also had broadly similar positive evaluations for face- to- face and online feedback. They felt that giving TP feedback online and in person is similar, but supervising online is more difficult than face- to- face, mainly because the break out rooms cause issues for TP supervision, as tutors cannot be present in all rooms simultaneously. We therefore suggest recording break out room sessions and using them as evidence for a reflec-tive activity for student teachers and their tutors to learn from. We also stress the importance of continuing reflective practice for MA student teachers and their supervision tutors concerning teaching and supervision in both modes in order to benefit from the complementary value of these modes and offer a well- rounded TP experience