This study examined the relationship between facilities management practices and teaching-learning effectiveness in Colleges of Education in Niger State, Nigeria. A descriptive correlational research design was adopted. The population comprised 950 lecturers, from which 247 were selected using multistage sampling techniques. Data were collected using two validated instruments: the Facilities Management Practices Questionnaire (FMPQ) and the Teaching-Learning Effectiveness Questionnaire (TLEQ), with Crobach’s Alpha reliability coefficients of 0.78 and 0.85 respectively. Descriptive statistics of mean and standard deviation were used to answer the research questions, while Spearman’s rank-order correlation was employed to test the hypothesis at 0.05 level of significance due to non-normal data distribution. The findings revealed that facilities management practices were at a high level and had a significant positive relationship with teaching-learning effectiveness. The study recommends sustaining quality through innovative maintenance systems and regular needs assessment.