Abstract: This study investigated the impact of instructional leadership practices on the implementation of peace education in public upper secondary schools in Huye District, Rwanda. The research was driven by four specific objectives: (i) to evaluate the effects of school goal setting on the implementation of peace education; (ii) to examine the impacts of teacher professional development on the implementation of peace education; (iii) to determine the effects of supportive school environment in enhancing the implementation of peace education; and (iv) to analyze the effects of teacher supervision on the implementation of peace education. Guided by Instructional Leadership Theory and Peace Education Theory, the study employed a convergent parallel mixed-methods design.