The researchwork investigated the influence of availability and utilization of instructional materials on academic performance of agricultural science education students in Federal Colleges of Education in North-central zone, Nigeria. The study was guided by three specific objectives, three research questions, and two null hypotheses. Descriptive survey research design was used for the study. The population of the study was 610 people comprising of 557 students and 53 lecturers of agricultural science education. Theproportion of 83 students and 27 lecturers were randomly sampled from the population and used for the study. Structured questionnaire and questionnaire checklistwere used as instrument for data collection. Four trained research assistants were used to distribute the questionnaireand collect data from the respondents, a questionnaire checklist was used to cross-check the available instructional materials indicated by the lecturers in the colleges.The data collected were analyzed using frequency, percentage, mean and standard deviation, t-test and regression statistics were used to test null hypotheses 1 and 2 respectively at 0.05 level of significance (p=0.05). The result of the study revealed thatvisual instructional materials such as real objects/specimen, models, posters, charts, maps, pictures/photograph, chalkboard and chalks, marker-board and marker, handouts, journals, magazines, textbooks and e-books as well as audio-visual instructional materials such as slides, projectors and computers were available in Federal Colleges of Education in North-central, Nigeria. The audio instructional materials such as radio/sound system, public address system and audio-tape/recorder as well some audio-visuals like television set, video tape/recorder/player, DVD/player/recorder were not available in any of the colleges. Students and lecturers often use visual and audio-visual instructional materials for teaching and learning of agricultural education courses. The null hypothesis one affirmed that students and lecturers did not vary in their opinions regarding the extent to whichvisual and audio-visual instructional materials are used in teaching and learning of agricultural education courses (t-cal.=3.66, p=.17). The null hypothesis two affirmed that theutilization of visual and audio-visual instructional materials in teaching and learning of agricultural education courses has significantinfluence on students‟ academic performance (r-cal.=.25, p=.020). The researcher therefore recommended that the college management boards should provide the instructional materials that are lacking in the department and the lecturers should further use instructional materials in teaching to improve students‟academic performance.