This study focused on the effect of differentiated supervision models on teaching and learning process in public secondary schools in Meatu District. The study involved 173 respondents namely; teachers, heads of schools, ward education officers, District Secondary Education officers and District Quality Assurers. The study employed a mixed approach and was conducted using descriptive explanatory design. Purposive sampling was used for District Secondary Education Officers and District Quality Assurers and stratified random sampling technique was used for teachers, heads of schools, and ward education officers. Interview guides and questionnaires were used to gather data from respondents. The study found that reducing isolation among teachers, enhancing personal satisfaction, enhancing professional guidance, and actualizing the learning content as well as other barriers like big teaching workload, inadequate skills and knowledge for supervisors/supervisees, and lack of supervision seminars or workshops affected teaching and learning in secondary schools in Meatu District, Tanzania. Also, the researcher found various measures suggested on overcoming barriers including supervision to be taught at college level, hiring enough teachers, hiring qualified personnel/supervisors and conduct seminars and workshops on supervision. The study recommends that the government should hire enough teachers, appoint qualified supervision personnel and or conduct seminars and workshops on supervision as well as allocate enough funds for conducting supervision. Teachers, through their heads of departments, should ensure peer coaching and mentoring where applicable.