Clinical supervision is recognized as both a foundational and functional competency in the training of psychologists (Rodolfa et al., 2005), with exposure to supervision knowledge emphasized in American Psychological Association (APA) accreditation requirements. However, foundational knowledge does not necessarily translate into effective supervisory skill. Falender (2018) highlighted supervision training as “inadequately addressed” within many psychology curricula. From a Rational Emotive Cognitive-Behavioral Therapy (RE-CBT) perspective, supervision emphasizes structured, skill-based, and competency-focused training, offering a useful lens for evaluating current practices. The present study examined how competency-based supervision training is integrated within APA-accredited health service psychology doctoral programs, specifically whether training emphasizes conceptual knowledge, procedural application, or both, and whether it varies by program type and population focus. A systematic content analysis was conducted on supervision course syllabi from APA-accredited doctoral programs across the United States. Of 415 programs contacted, 67 submitted syllabi (≈ 16%). Syllabi were coded using a structured rubric assessing course features, experiential training, competency evaluation, multicultural content, and population focus. Composite indices of supervision training rigor and intensity were derived to capture the integration of conceptual and procedural elements. Post-hoc independent samples t-tests were conducted to examine differences in supervision training characteristics by clinical orientation. Results indicated that supervision training was primarily procedural, with most programs including experiential components. Nearly all programs required a supervision course and included competency evaluation; however, fewer syllabi documented in vivo supervision or population-specific applied experiences. No significant differences in rigor or intensity were found across program types, and exploratory independent samples t-tests examining CBT-oriented versus non-CBT-oriented programs did not reveal significant differences in supervision training rigor or intensity. Training focused on children and adolescents was less frequently represented than adult populations. Findings are discussed in relation to APA supervision competencies and RE-CBT-informed supervision practices, with recommendations for strengthening supervision curricula.