This study investigates the impact of Distance Learning on the educational development of NTI/PGDE/DLS students in Lagos State, Nigeria, with specific objectives including assessing teaching methods’ influence on assimilation, evaluating center facilitators’ quality, and comparing the self-esteem of NTI PGDE students with peers in conventional programs. Utilizing a descriptive research design, data was collected from 264 Year One students across seven accredited study centers using a self-constructed questionnaire with a reliability coefficient of 0.73. Statistical analysis employing chi-square (χ2) tests led to the rejection of all three null hypotheses, indicating significant impacts of teaching methods and facilitator quality on student assimilation and academic performance, as well as comparable self-esteem levels between NTI-PGDE students and their counterparts in traditional programs. The study highlights the influence of teaching methods and facilitator motivation on students’ self-esteem, while identifying deficiencies in technological support and infrastructure as detrimental factors. Recommendations include strengthening student support services through ICT provision and continuous orientation to enhance the educational experience of NTI-PGDE students in Lagos State, thereby addressing identified challenges and promoting their overall development.