This study aimed at exploring the contribution of head teachers’ supervision role in the implementation of EQUIP-T in public primary schools in MMC. This study guided by three objectives. To describe the techniques used by head teachers in supervision, to find out the outcomes of head teachers’ supervision and to identify the challenges that head teachers face when implementing EQUIP-T. The study employed transformational leadership theory and instructional leadership theory. This study used mixed research approach and a convergent parallel design. 104 sample sizes of the respondents were used. Data were collected through interview and questionnaires tools. The face and content validity was employed in testing validity while split-half method was used to test the reliability. SPSS Version 20 helped in analysis of quantitative data, while qualitative data was analyzed thematically. The findings revealed that majority head teachers used clinical and portfolio techniques and most of the head teachers failed to plan and manage the INSET well. The study also discovered that only few head teachers succeeded in creating and supervising Income Generating Activities (IGA) effectively. Nevertheless, the study found that teachers’ negative attitude towards INSET, shortage of resources and the demoted head teachers remaining in the current schools hinder the implementation of EQUIP-T in Musoma Municipal Council. Moreover, the study concluded that the various activities initiated by the EQUIP-T with the aim of raising the quality of education in schools within the Municipality have not been implemented as effectively as expected. Finally, the study recommended that, head teachers should be given training on how to employ differentiated supervision techniques since every school and individuals are unique. The INSET does not only focus on literacy, numeracy and inclusion, but also enhances teachers’ attitudinal and functional development to grow professionally.