The study investigated the influence of facilitators’ competencies on effective delivery of Open and Distance Learning Programme in Distance Education in Rivers State. The descriptive survey research design was adopted for the study. The population of the study consisted of 3,115 respondents (163 facilitators and 2,955 distance learners) of National Open University of Nigeria, Port Harcourt Centre. A sample of 344 (49 facilitators and 295 third year active learners) was selected using the stratified sampling technique while purposive sampling technique was used to choose the study centres in Port Harcourt Centre. A self-structured research instrument titled “Effective Delivery of Distance Learning Programmes Questionnaire (EDDLPQ)”, formatted on 4-point Likert rating scale was used for data collection. The questionnaire was validated by two experts in the Department of Educational Management and one expert in the Department of Educational Foundations (Measurement and Evaluation Unit) of the Rivers State University. The reliability coefficient of the instrument was determined using cronbach alpha statistics which yielded an Internal consistency overall reliability index of 0.77. Mean scores and standard deviations were used to analyse data while z – test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that facilitators’ competencies such as pedagogical, technological and course administration strategies are of importance as they have high extent of influence on effective delivery of Open and Distance Learning programmes in Distance Education. It therefore recommended among others that online facilitators should have opportunities to learn (both formally and informally) on how to use all applications to enhance their instructions and increase their confidence and capabilities, so that they will be able to identify knowledge and skills which can be acquired through digital tools and resources, the learning styles better matched to these, and opportunities for students to learn outside the learning in classroom environment.