Abstarct: EFL teacher supervision plays a crucial role in shaping instructional quality and supporting teachers’ professional growth, yet in Iraqi high schools it is often perceived as an evaluative procedure rather than a developmental process. This study investigates the current practices of EFL teacher supervision, exploring how teachers and supervisors perceive its effectiveness and identifying the challenges that hinder its contribution to classroom improvement. The research aims to understand the existing supervisory frxamework, uncover the factors that limit constructive feedback and professional support, and propose recommendations for developing a more collaborative and supportive model of supervision. A mixed-methods approach is employed, combining questionnaires distributed to EFL teachers and supervisors with semi-structured interviews to gain deeper insights into their experiences and perceptions. Quantitative data are analyzed to identify prevalent patterns in supervisory practices, while qualitative findings provide detailed explanations of the issues faced in the field. The significance of the study lies in its potential to inform educational policymakers and school administrators about the weaknesses in current supervision systems and highlight the need for modern, development-oriented supervisory models. The findings aim to contribute to improving teacher performance, strengthening English language instruction, and enhancing overall educational quality in Iraqi high schools.