This study investigated the influence of availability and use of instructional facilities and teacher?s instructional methods on students? academic performance in shorthand in Colleges of Education Akwanga and Pankshin. Two sets of questionnaire were raised to guide the study, while two hypotheses were formulated and tested at 0.05 level of significance. The study assessed the variables responsible for students? poor performance in shorthand examinations. our research questions were raised to guide the study, while four null hypotheses were formulated and tested at 0.05 level of significant. The primary data for the study were collected through the use of questionnaire, while the secondary data for literature review were collected from available literature on the topic. Since the population of the study was not too large, the study did not adopt any sampling technique to select the respondents. The population of fifty which was manageable enough was used as sampled population for the study. The data were presented using table tabular statistical system, and analysis of the research questions was done using simple 2.50 mean criterion for acceptance of items. The Pearson Product Moment Correlation Coefficient (PPMCC) was used to test hypotheses 1, 2, and 3, while the t-test statistical analysis was used to test hypothesis 4. The findings of the research revealed that inadequate qualified shorthand teaching staff, inadequate laboratory facilities, and the use of ineffective teaching techniques by shorthand lecturers were the major causes of students? poor academic performance in shorthand examinations. It was also revealed that some of the few available shorthand laboratory facilities in the colleges were not functioning. The study further revealed that there was no significant difference between College of Education Pankshin and College of Education Akwanga on the impact of available laboratory facilities and teaching techniques. In view of this, the research recommended that government and college managements should equip shorthand 17 laboratories with adequate functional facilities, qualified shorthand lecturers should be employed while the unqualified ones should be encouraged to go for further study and attend conferences and workshops to update their knowledge on shorthand. Lecturers teaching shorthand should adopt effective teaching techniques in teaching shorthand, They are encouraged to improvise teaching-aids locally and to develop techniques of encouraging students that are hardworking so as to stimulate the weak ones to wake up.