Kenya has made significant gains in reduction of illiteracy by increasing enrollment in primary schools’ in recent years. Literacy levels have increased considerably from 10 % in 1960 to 60% in 1998 for women and from 30 % to 82% for men. Demand for provision of education has also increased at all levels. This has led to a high competition for schools. The choice between a joining private and a public school is one of the hard decisions that families and individuals have to make in Kenya today. Parents and pupils consider many factors in making these choices some of them being management and performance of the school. The purpose of the study was, therefore, to establish the relationship between teacher supervision and quality of teaching in primary schools. The study used descriptive survey with ex-post facto research design. The research was carried out in Imenti South District of Eastern provinces, Kenya. The main objective of the study was to determine the relationship between teacher supervision and quality of teaching in primary schools. Data was collected from the teachers, head teachers and zonal education officers using Questionnaires. The study found out that there was a significant correlation between teacher supervision and performance of pupils in primary schools. It is recommended that the Ministry of Education steps up teacher supervision to enhance performance in Imenti South District in Kenya.