This study reports on an interview-based study of thesis supervisors’ attitudes on initiating discussions on students’ expectations and prior thesis writing experiences in international master’s degree programmes. One aim of this study is to identify the various practices which supervisors implement and the reasoning they use to foster a supportive environment for their students during the students’ studies and master’s thesis process. This paper contributes to existing research on English-medium master’s degree programmes in non-English speaking countries. Twenty interviews were conducted with thesis supervisors from five Finnish universities. Two main attitudes were observed regarding initiating discussions concerning students’ expectations and previous thesis writing experience: diagnosing and adjusting supervision, and resisting and relying on students’ initiative. Supervisors’ responsiveness varies in intercultural supervision contexts, and more opportunities for reflection and collaboration between supervisors should be provided.