This study was motivated by my desire to understand participants’ perceptions about the effectiveness of learner support services and their contribution to distance learners’ progress and programme completion in the DPE programme in Botswana. The investigation was carried out to find out why despite the provision of learner support services, there were low completion rates and high incomplete rates in the final year (2002/2003 cohort) of the DPE programme. The study also intended to understand the strengths and weaknesses of learner support services and make recommendations for improvement. A qualitative case study research design was applied. Group and individual interviews were conducted with participants. Data were analysed using Atlas ti computer software which simplified the management of the large corpus of data generated during the fieldwork. The study found that there was need for sustained learner-tutor and learner-learner interaction and regular communication with the supporting institution during the learning process. This would require planning and aligning learner support services to identified learner needs, access to learning resources including the existence and application of effective monitoring and supervision mechanisms for academic, counselling and administrative support in order to ensure commitment and accountability of learner support providers. In order to reduce isolation which is created by the physical separation between learners and service providers, the study recommended a structure for the provision of decentralized learner support services that are as close as possible to where distance learners live and work for ease of access. The study further found that there is need for policy guidelines and management structures to facilitate the provision of effective learner support services for the benefit of distance learners.