If societies are indeed different, it is not unreasonable to reaffirm the argument advanced in that theories and principles of instructional supervision are not necessarily universal. In consequence, there is need to construct instructional supervisory strategies and educational goals that are appropriate to the nature and operation of educational organisations in developing countries. Supervision of instruction in developing countries exists in different contexts from developed countries. It is therefore incumbent to understand the various contexts that instructional supervisors carry out their tasks. This paper looks at some of the contextual realities of instructional supervision in prismatic societies.