This study is akin to the instructional supervision culture of Arabic-Islamic schooling in the Madrasas of one of the two school districts of Bamako. It explores the characteristics of the supervisory practices and their conformity with the modern trends in the field of instructional supervision. The principal aim of this research is to draw the attention of decision makers to some hitches that plague the sector of Islamic schooling in Mali, and to make researchers interested in the problems thereof. We adopted a mixed method to display our findings. It consists in displaying quantitative data, followed by complementary descriptive clarifications. Our research has found that the supervisory practices in the Madrasas of Rive Droite School District of Bamako are affected by lamentable bureaucratic traditions that put them in conflict with modern trends in instructional supervision.