The purpose of this study is to conduct a scoping review of international literature on supervisory development programs in graduate education for supervisors and to identify the major content areas, modes of operation, and design elements of such programs. For this purpose, scoping review was conducted on 15 studies by applying Arksey and O’Malley’s five-stage framework. The analysis identified seven content areas of graduate supervisory development programs: institutional and administrative understanding, academic and research supervision, relationship building and conflict management with graduate students, reflection on supervisory practice and learning about supervisory types, co-supervision and supervisory communities, recruitment and selection of supervisees, and career guidance. The modes of program delivery varied, including face-to-face workshops, online education, and blended learning. Major design elements included the operational system, target participants, program structure and duration, and processes of development and improvement. Teaching and learning strategies included the use of case studies and scenarios, peer observation, peer feedback, and reflective essay writing. Program evaluation and the establishment of sustainability were also found to be major design elements. This study is significant in that it elaborates the concept of supervisory development of graduate supervisors and provides foundational information for designing and operating supervisory development programs for graduate supervisors in Korean higher education.