This study set out to understand what DLC students think about the language laboratory and whether it actually helps their language learning. The descriptive survey design was adopted for the study. The sample comprised 500 language students purposively selected from five departments in the Faculty of Education, University of Ibadan. Three research questions guided the study. Data were collected using a validated questionnaire and analysed with frequency counts, simple percentages, weighted mean, and independent samples t-test. Findings revealed that distance learning students held a positive disposition towards the language laboratory for language instruction. Learning in the laboratory significantly enhanced students’ listening skills and pronunciation accuracy. Further, no statistically significant difference was found between male and female students in their disposition to language laboratory use. Based on these findings, the study recommends that government should equip all schools with functional language laboratories to improve language teaching and learning; that English language teachers be exposed to regular seminars and workshops on innovative uses of language laboratories; and that Parent-Teacher Associations support institutions with alternative power sources to mitigate incessant power failures that hinder laboratory use.