Supervision was introduced into the Education System of Ethiopia during twornhi storica l periods in the past. The periods were1962/ 63 and the period 1994.rnAlthough, this arm of Education was expected to provide both monitoring andrnsupport givin g services, its monitoring role was always found to be dominant.rnThis research effort tries to find out how instructional supervi sion operates in arnsecondary school in Addis Ababa City Administration context. In order to be ablernto observe the internal dynamics of supervision a case study with a qualitat ivernresearch design has been employed.rnThe instrument used is guided interview targeting five homogeneous groups, whornthe researcher assumed to be agents of supervision. The data sources are:-rn1. School Principals of four schoolsrn2. Department heads of four schoolsrn3. Teachers of four schoolsrn4. Students of one schoolrn5. Parents of one schoolrnThe conclusions drawn from findings of the research pOinted that with regard to schoolrnEnvironment: physical facilities, economic incentives and teacher involvement in decisionrnmaking needed attention and a lot of improvement. With regard to supervisionrncharacteristics awareness problem of a critical nature was observed. What is actuallyrnpracticed in the name of supervision was merely classroom observation for evaluationrnpurpose. Factors, which were identified as corroborating to supervision, were teachers'rnattitude to supervision, training in supervision student motivation and parent teacherrninteraction