The purpose of this study was to investigate instructional leadership practices and challenges inrnAddis Ababa Administration Bole sub city secondary schools . The study reviewed the relatedrnliterature on leadership aspects, dimensions of instructional leadership, teaching- learning rolesrnof instructional leadership, and attempts were also made to identify factors that affect therneffectiveness of instructional leadership. In order to meet the objectives of the study descriptivernsurvey research design was employed. Seven secondary schools , namely: Bole mesenado,rnBeshalemesenado, Lem, Dr.AddisAlemayehu, Ayer Amba, Andode and Bole communite werernaddressed by this study. The researcher incorporated 17.3% (85) of the sample populations asrnrespondents. 28 principal and vice principals in the schools, 45 teachers, 12 cluster supervisorsrnwere primary sources of data.In addition, information was collected from secondary sources. Inrnthis regards, the data collected from documents mainly focused on records and minutesrnconcerning the school based supervision and instructional leadership support in the secondaryrnschools. In addition to this, other relevant documents of the schools such as brochures that staternthe vision, mission, goals, and manuals prepared for training purposes and different check listsrnthat the school principals used in their respective schools.rnQuestionnaires, interviews and document analyses were used for the purpose of collectingrnrelevant data. Data obtained through questionnaires were analyzed using statistical tools likernmean, average mean, standard deviation, and an independent sample t-test . Moreover, datarngathered through interview and document analysis were considered to complement thernquestionnaires in narrative form. The finding of this study revealed that 35% instructionalrnleaders were subject specialists, lacks skill and training, and lacks commitment and moral tornaccomplish their tasks and severe shortage of finance. Based on the findings, it was concludedrnthat:rnSchools were to some extent incapable of enhancing teachersâ€™ professional skillrndevelopment and improving the quality of education. The stated vision and defined mission in thernschool did not command the ownership of its potential stakeholders since it was not supported byrnits potential stakeholders. Instructional leaders did not possess the required skill, knowledge andrnattitude through training. In line with the above findings and conclusions it was recommendedrnthat: to equip instructional leaders with necessary knowledge, attitude and skills the sub cityrnEducation Officials may arrange workshops, seminars, short and long term training