Instructional supervision is the work of overseeing, equipping and supporting teachers to provide meaningful learning experiences for students. This study presents the results of the investigation on the contribution of instructional supervision to the teaching and learning process in secondary schools in Nyang’hwale District, Tanzania. The objectives of the study were; to examine how instructional supervision is being conducted, to explore the impact of instructional supervision in the teaching and learning process, to find out challenges facing instructional supervision and the solutions to the challenges facing instructional in secondary schools. The study was guided by Theory X and Y of Douglas Mcgregor. The study used a mixed research approach whereby both qualitative and quantitative approaches were employed. The sample size of 110 respondents was obtained by using Yamane formula. The qualitative data were analyzed through themes while quantitative data were analyzed descriptively. The study discovered that despite the importance of instructional supervision in the teaching and learning process in secondary schools, still teachers were not well supervised to improve their pedagogical skills in Nyang’hwale District. This hindered effective teaching and learning in secondary schools. Therefore, the study concluded that instructional supervision in Nyang’hwale District contributed to the effective preparation of scheme of work and lesson plans. Teachers were not much supported in other aspects of teaching such as teaching methodologies, classroom management, professional development and preparation of teaching aids. The study recommended that the government should hire more qualified supervisors and funding seminars to both teachers and supervisors.