This paper aims to report major finding of a qualitative research about the reality of instructional supervision in Iranian rural primary schools. It also tries to analyse current policy in compare to its real practices in particular about the methods of selection, training and preparing supervisors; teachers’ reflection to and co-operation with supervisors and those internal factors which can influence on the outcome this process. The research findings indicate that two key school parties- teachers and principals- are very dissatisfied with conventional supervision because their criteria have not been achieved yet. And there has little success been reported by some of the research samples.
