The Brief Alcohol Screening and Intervention for College Students (BASICS; Dimeff et al., 1999) has resulted in reduced drinking outcomes when delivered in a controlled research environment. With continued concern over heavy student drinking, universities are implementing peer-based individual interventions, of which 85% are implementing variations of BASICS. The majority of these programs are not utilizing supervision procedures found to be efficacious in past research studies (Mastroleo et al., 2008). The role of supervision on the ability to deliver a BASICS intervention with fidelity is unclear. To examine this, BASICS interventions commonly practiced in university settings (Common Practice Approach; CPA) were compared to peer delivered BASICS interventions using the supervision in published studies (Evidence-Based Application Approach, EAA; Larimer et al., 2001). Peer counselors were randomized to either the CPA or EAA group and trained to deliver a BASICS intervention. EAA peer counselors received supervision while the CPA trained peer counselors did not. Motivational Interviewing (MI: Miller & Rollnick, 2002) skill demonstration across BASICS sessions was examined to test the effects of supervision on skill acquisition. To test intervention effects, undergraduate students were randomly selected and assigned to one of three groups (Control, EAA, CPA). Differences post-intervention on drinking norms beliefs, protective behavior engagement, and drinking outcomes (total drinks per week, weekend drinking, heavy drinking episodes, peak BAC, total negative alcohol related consequences) were compared to test the role of supervision on intervention efficacy. Both treatment groups found similar post-intervention results lending continued support for BASICS as an efficacious intervention. Findings also identify the importance of supervision as a vital training component to ensure MI adherence and BASICS fidelity. Limitations and directions for future research are noted.