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This study examined the influence of some predictors in the enhancement of persistence and students success in distance education in the two most recognised and respected distance learning institutions in Nigeria–the Distance Learning Institute (DLI) of University of Lagos and Distance Learning Centre of University of Ibadan. The need for this study arose because distance education is still, very much, in its embryonic stage in Nigeria due to the minimum deployment of technology which is the hallmark of this form of education. Four research questions were formulated to ascertain the relative contribution of each predictor to persistence and students success. A Multiple Regression Analysis converged on a eight predictor model revealed that the most important predictors for enhancing persistence and students‘ success are the learning conduciveness of the environment and the provision of student support services with F-ratio 75.39 and 73.03 respectively. Tutors response pattern and learners perception of course materials were found important too with F-ratio 22.01 and 15.54 respectively. While the learners home background cum occupational status and institutions social interaction were found insignificant (F-ratio 0.25 and 7.98 respectively). These findings have implications for the design of academic curriculum for distance learning programme where attention must be paid to the provision of these important predictors.