The main purpose of this study was to comparatively assess the implementation of instructional leadership between government and non-government secondary schools in Bahir Dar City Administration. To conduct this study, mixed methods research was employed for this study. Thus, quantitative data were collected using questionnaires from teacher respondents, while qualitative data was collected using interviews from academic vice principals, principals, and educational supervisors. The related observation checklist was also used as secondary data sources. The data were gathered from five governments and three non -government secondary schools that were selected by simple random and purposive sampling technique. Accordingly, 222 teacher respondents, 8 school principals, 8 academic vice principals, and 3 educational supervisors were included in the samples to obtain the necessary data. SPSS version 23.0 was used to encode and analyze the data. Descriptive statistics (frequency, per centage) and inferential statistics basically independent sample t-test was used to analyze and interpret the gathered quantitative data. The findings of the study revealed that the instructional leadership functions in non-government secondary schools of Bahir Dar city Administration namely: framing the school’s goals, communicating the school’s goals, supervising and evaluating the instruction, monitoring students’ progress, protecting instructional time, promoting professional development, maintaining high visibility, providing incentives for teachers, and providing incentives for learning, were better performances than those of government schools and statistically significant differences. Whereas, among all ten challenges that affecting the instructional leadership implementation in government and non-government schools were statistically significant difference except some aspects (3 of 10 challenges). As a result, the overall implementation of instructional leadership for quality teaching and learning in non-government secondary schools were better than government secondary schools. Based on the findings’, it is recommended that the government school principals should have committed to give more emphasis to the teaching learning process by leaving the routine administrative activities. The educational office heads of the city administration need to show their professional commitment to improve the quality of school outcomes by devoting much of their time, finance and material resource for the schools to severe shortage of budget and incentives needed for teachers and learning students at both government and non-government schools. The Bahir Dar City Administration Education Department should expand the private and charity schools than government schools by considering the quality rather than quantity.