The purpose of the study was to identify the instructional leadership practices and challenges inrngovernment primary schools â€œworeda fiveâ€. Concept of instructional leadership in the studyrnemphasized on collegial classroom observations and specifically focuses on support, guidance,rnand encouragement of reflective teaching. Leadership for instruction emerges from both thernprincipal and the teachers. In this thesis, lead teachers, the assigned cluster supervisor andrnprincipals are part and parcel of the instructional leadership of schools, since they all arernneeded to involve in providing support for novice collaboratively at various level. Current trendsrnappear to indicate that there is a quality challenge still left unsolved in primary education of thernWoreda, Often the instructional leadership (supervision) implement identical supervisoryrnapproach for all teachersâ€™ despites the fact that some approaches are suited to a particularrnsituation. The study strived to answer the extent of instructional leadership involved inrnsupervision, in providing supervisory support at different level of experience, and the challenges.rnTotal population of the study was 180. A descriptive survey research with both probability andrnnon-probability sampling methods were employed. 90 respondents for the questionnaire and 31rnrespondents for the semi-structured interview questions were selected. The sample was drawnrnfrom all groups of staff members the beginners, proper and lead teachers. Standardrnquestionnaire and open ended questions, and interviews with varied group of respondents werernemployed for data collection. Frequency, percentage and mean were used for data analysis andrninterpretation. The analysis made on the bases of six factors, that are observation andrnevaluation, encouragement, development of instructional programs, resource allocation,rndevelopment of learning climate and differentiated teachers supervision (instructionalrnleadership). As a result of the findings of the study, insufficient supervisory involvement wasrnrevealed and practiced occasionally (sometimes) by the instructional leadership. The supervisionrnsupport provided for teachers at different experience level /rank/ were happened rarelyrn(infrequently), and was seen the greatest challenge for all the schools. Participation of seniorrnteachers in the school instructional leadership, observation of teachers, and staff developmentrnprograms were major recommendations based on the findings.rnKeywords: SUPERVISION; LEADERSHIP; INSTRUCTIONAL LEADERSHIP SUPERVISION.rnINSTRUCTIONAL LEADERSHIP;