Library and information support services (LISS) to distance learners (DLs) and tutors are mandatory for qualitative learning and teaching. From the literature, LISS needs of Open and Distance Learners (ODLs) and their tutors (such as user education and information literacy instruction) were not adequately researched in Nigeria. This study, therefore, determined the relationship(s) between user education as well as information literacy instruction; and use as well as satisfaction with provided LISS for learning and instructional delivery at National Open University, Nigeria (NOUN). The objectives were to examine the LISS provided and accessed by learners and tutors at NOUN; determine NOUN learners' and tutors' information literacy self-efficacy to use information services among others. Survey research method was adopted for the study. It adopted qualitative and quantitative methods using a semi-structured interview and the questionnaire to collect data from learners, tutors and support librarians. Data were analyzed using percentages, Pearson's Product Moment Correlation and ANOVA. The findings of the study revealed that there is significant relationship between DLs' and tutors' access and satisfaction with LISS and between DLs' and tutors' information literacy self-efficacy and use of LISS. The study concluded that though NOUN made provision for both physical and virtual LISS to support learning and instructional delivery, the services were inadequate to DLs and tutors. It therefore recommended the provision of enhanced LISS as well as more courses on information literacy.