This study aimed to explore professional competencies and supervision education needs of music therapy supervisees. The participants in this study were 10 music therapy supervisees who have finished their music therapy internship within one year. The data were collected and analyzed using consensual qualitative research method. Four domains and 19 categories were created from the cross-analysis of the data. The domains are ‘supervisees perceived music therapy professional competencies,’ ‘needs for supervision education contents,’ ‘needs for supervision education methods,’ and ‘supervisees further efforts to promote professional competencies.’ As a result, supervisees perceived that case conceptualization, therapist’s humanistic/ethical attitudes, music skills, and documentation skills were important elements of professional competencies. In order to develop them, the participants found that there was a need for learning music therapy intervention skills and case study, and working through their own therapeutic issues. This study provides valuable information on finding supervisee’s needs on supervision education to promote music therapy supervisee’s professional competencies and establishing a proper supervision model.