Direct clinical supervision is a resource in the training following the therapeutic process of the patient and the supervision process of the psychologist. It involves mainly two aspects: an equipped setting and attention to patients. At Tecnológico de Monterrey in Mexico with students of Clinical and Health Psychology, it has been an educational innovation since 2016 at the Academic and Integral Wellness Care Center (CAABI) a center where integral attention in nutrition and psychology is offered. In these clinical fields, the use of video recording technologies, audio and video software is key to the exercise of direct clinical supervision. The objective of this study was to describe the characteristics of direct clinical supervision as an educational tool in psychology from the perception of senior undergraduate students. The methodological design was qualitative with a semi-structured questionnaire as a data collection tool. The participants were 25 students who have been involved as trainees with the direct supervision mode. The responses were classified into 9 different categories: usefulness, constructiveness, professional development, diversity of supervisors, structure, mistrust, lack of structure, unlikability and not-updated supervisor. These results allowed to identify the supervisor as a key element in the development of professional training in psychology with direct clinical supervision, as well as the clinical setting as a space to practice psychotherapy. Enhancing the quality of direct clinical supervision by training supervisors in structured models of supervision and clinical care is key to achieve more meaningful learning in students and improve their supervisory experiences.