The study presented in this article explores what conversation strategies university supervisors at a Swedish university used when leading triadic supervision in the final phase of teacher students’ education. Social learning theory framed the analyses of four audio-recorded triadic supervision conversations. The findings show four different conversation strategies: corrective, information-seeking, reflective, and experimental conversation strategy. Of these, the first two strategies are centred on disciplining teacher students’ teaching, and the latter two explore teaching itself. This article discusses the characteristics of the identified strategies. The study contributes to enable university supervisors to understand how different conversation strategies affect the possibilities for teacher students’ learning and professional growth. Overall, the findings highlight a problem with equity in triadic supervision. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.