This study was conducted to establish the challenges that Senior Management Teams face as instructional supervisors. The study begins by highlighting the statement of the problem as well as the goals. It continues by providing the historical development of instructional supervision. The study also brings an overview of instructional supervision in Botswana with particular attention to primary school environments. The mixed method approach which incorporates both qualitative and quantitative approaches guided this study. Quantitative data was captured using closed ended questionnaires while qualitative data was collected using semi-structured interviews. Field notes and audio recordings were used to record the interviews. Simple random sampling was used to select a sample of 10 schools from a population of 26 schools. A purposeful sampling was also used to select suitable participants who were directly affected by the theme under investigation. The data was analysed using tables and descriptive formats. The findings of the study reveal that there are some factors that limit the effectiveness of instructional supervision in primary schools. Evidence provided by the participants indicates that supervisors are not well trained on the area of instructional supervision, instructional supervision problems are left pending and there is no distinction between instructional supervision and teacher evaluation. The study concludes by recommending that teachers who assume supervisory roles need to be orientated on the area of instructional supervision and a blue print for instructional supervision should be produced so that supervisors can use it as a guide to improve supervision of instruction in schools. / Thesis (M.Ed.) North-West University, Mafikeng Campus, 2013