The main goal in training the next generation of scientists is to help them become autonomous in all research processes. This means that they do not have this autonomy at the beginning of their master’s degree program. Supervising to help acquire autonomy may then seem contradictory to many research directions. To resolve this dilemma, the research supervision must be conceived as a pedagogical relationship which facilitates the adjustment of actions according to the needs of each student. Two examples are presented. Finally, autonomy in research also means being able to plan the project by considering the constraints of everyone. I propose a rule that may play this role in managing meetings and facilitate a continuous support.