The main purpose of the study was to assess the practices and challenges of instructional leadership in primary schools of Chomen Guduru Woreda. In order to meet the objectives of the study descriptive method was employed .Purposive sampling techniques used to select ten primary schools. Because these schools are aged schools of all and 45 teachers for the study whereas 60 instructional leaders were also selected by using purposive sampling techniques. Data collected by using questionnaire; interview and relevant documents. Statistical tools like frequency, percentage, mean, weighted mean and average mean. According to the data, it was found out that instructional leaders were moderate in setting the school vision and mission, managing curriculum and instruction; monitoring instructional program, managing conflict and the implementation of clinical supervision except the item of post-conference analysis which fall in the lower category. The study revealed that the behavior of principals were more of directive than supportive whereas teachers were not trusted to work together without supervision; engaged themselves matters and dislike and criticize their principals by reflecting their negative attitude in the manner they related to one another. Furthermore, inadequate training and skill of leadership; moderate cooperation from stakeholders; inadequate materials; unwillingness to devote more time for instruction and unable to build trust on each individual staff were the main hindering factors for instructional leadership practices. From the finding of the study, it was concluded that the role and involvement of primary schools instructional leadership was still in the state of transition from administrative emphasis to instructional leadership to create conducive school climate, they were not engaged themselves in monitoring and providing feedback of the teaching learning and the overall school activities. Based on the conclusions it was recommended that concerned bodies like woreda and school leaders have to do their best to improve the practices of instructional leadership tasks by giving concern for the school mission and vision to improve the quality of instructional leadership in their schools. Finally, the study recommends that for adequate training for leaders, adequate materials and devotion of more time for instructional issues than the administrative one.