Open as well as distance learning relieves most universities of the responsibility of constructing or investing in physical facilities that are entirely new and provides opportunities that enable continuous learning. However, despite the open and distance education being formed in Gretsa University, its adoption among learners has been slow. The research aimed at finding out the impact of open distance education learning at Gretsa University. Study objective were to investigate the challenges of open distance education learning on students satisfaction , find out the impact of course design on students satisfaction , assess the impact of instructor quality on students satisfaction of open distance education learning at Gretsa University. Target population was from all the 5 Schools in Gretsa University, where the target population was 305, that is 74 students from school of education, 98 from school of computing,43 from health sciences,65 from school of business and 25 from school of hospitality .The study sample size was 50 students . Secondary and primary data was. Data from secondary sources was generated from university records and annual reports. Semi-structured questionnaires generated primary data. Before collection of data, a pilot study was done for testing how reliable and valid the research instrument was. Qualitative and quantitative data was generated by the questionnaires. Analysis of qualitative data done by the use of thematic content analysis and a prose form presentation was done. Analysis of Quantitative data was by use of inferential and descriptive statistics. Tables, Bar graphs and Pie charts were used for data presentation. Correlation analysis was useful in the determination of the association between the study variables. The results indicated that infrastructure related factors have a positive and significant impact on delivery of ODEL programs. Further, instructor‟s characteristics had a positive and significant effect on delivery of ODEL programs. Further, learning environment had a positive and significant impact on delivery of ODEL programs. Also, service support had a positive and significant impact on delivery of open and distance learning programs. The study concludes that infrastructure related factors had the most significant influence on ODEL programs delivery, followed by instructor characteristics, learning environment and service support. The study recommends that the Gretsa University should ensure that there are enough computers in the University for Use by the teaching staff, students and non-teaching staff. More so, the Gretsa University ought to develop more platforms to enhance service support to the students through tutor assistance and communication between tutors and students