This study examined the instructional supervision experiences of novice elementary English teachers, identified the associated problems, and developed proposals for more effective instructional supervision. Fifty-one elementary English teachers with less than five years of teaching experience completed a survey, after which in-depth interviews were conducted with three teachers. It was found that on average, the survey respondents had experienced two supervision types, with peer supervision being the most common. Supervision was only perceived to be effective when the supervisors had English subject expertise. Approximately half the teachers had negative impressions of the effectiveness of the pre- and post-observation classroom supervision conferences, primarily because these conferences were seen to be mere formalities, especially when the supervisor lacked English subject knowledge. The survey respondents claimed that the most important factor for effective supervision was to have a supervisor that had expertise in English subjects, and also hoped that the instructional supervision could improve their teaching skills. Based on these findings, suggestions for more effective novice English teacher instructional supervision are given.