the purpose of this study was to assess the practices and challenges of instructional supervision in general secondary schools of Samara-Logia City administration. To conduct the study, mixed method research design was employed and comprehensive sampling and simple random sampling techniques were employed to select the sample teachers, vice-principals, principals, cluster supervisors and education office head. To this end, 71 teachers, 3 vice-principals, 3 principals, 3 cluster supervisors and 1 education office head totally 81 respondents were included in this study. Questionnaire was distributed t0 71 sampled teachers. At the sometime an interview was conducted to triangulate the quantitative data. As a result, 3 vice-principals, 3 principals, 3 cluster supervisors and 1 education office head were interviewed. Quantitative data collected through questionnaire was analyzed by using frequency, percentage, mean difference and standard deviation; and the homogeneity of the response was checked from SPSS v.20 software by using one sample t-test. The data gathered through interview was discussed in line with questionnaire. Consequently, the main findings come out from this study were: The supervisors were failed in providing assistances for teachers to improve teaching and learning. The supervisors’ support for teachers in conducting action researches was lacked. The supervisors were failed to develop teachers’ positive attitudes towards instructional supervision practices. The supervisors were insufficient in linking the schools with various cooperate organizations, community groups and stakeholders; and the major challenges that face the supervisors in instructional supervision practices were several: They were resource inadequacy; supervisors were insufficient in engaging the teachers in educational development strategies; the supervisors were incompetent in skills and they were deficiency in applying supervision principles. Finally, to minimize and if possible to solve the problems, the following recommendations were drawn; the instructional supervisors expected to be democratic and kindness. The supervisors should initiate and support teachers to conduct action researches. Supervisors ought to get training to improve their skills. Recruitment of supervisors should be based purely on academic qualification and experience. The supervisors’ ought to extra endeavor in linking the schools with various co-operate organizations, parents, community and other stakeholders. The City administration education office and the Regional education office have to provide adequate budget, facilities, equipments and human resources for the schools towards attain its goals and objectives. Key Words: Supervision, Instructional Supervision, Supervisor, Challenges and General secondary school