Teacher shortages remain a pressing global issue, with many countries struggling to train and retain sufficient numbers of qualified educators. Open and Distance Learning (ODL) has emerged as a viable alternative to traditional teacher training, offering flexibility and increased accessibility to working professionals. However, retention and completion rates in ODL programs vary due to financial constraints, inadequate student support, and technological barriers. This study examines retention and completion trends in B.Ed (ODL) programs in Kenyan public universities between 2006 and 2010, identifying key factors that influence student persistence and graduation rates. The study applies Wedemeyer’s Theory of Autonomy and Independence and the Constructivist Theory of Learning to explain the challenges of learner engagement and self-directed study in ODL programs. Findings suggest that increased institutional support, interactive digital learning tools, and flexible learning models are critical in sustaining student motivation and reducing dropout rates. Document analysis revealed that retention rates improved significantly over time, with 85% of students in the 2005 cohort completing their studies, increasing to 96.4% in the 2006 cohort. This positive trend suggests that improvements in student support, instructional resources, and financial aid contributed to higher completion rates. However, challenges such as limited study leave, inadequate ICT infrastructure, and financial hardships continued to impact retention. Universities with stronger digital learning platforms, structured academic support, and blended learning models recorded higher student persistence rates. To enhance retention and completion, the study recommends expanding financial aid options, improving ICT infrastructure, and strengthening student support services. These interventions will ensure that B.Ed (ODL) programs effectively bridge teacher shortages in Kenya by enabling more educators to complete their training successfully. The study concludes that while ODL has proven to be an effective model for teacher education, further investments in institutional support and digital learning technologies are necessary to enhance retention and completion rates in Kenya’s public universities