The study investigated library instruction and academic performance of undergraduates at Babcock University, using descriptive research design. The population as well as the sample size for the study consisted 1,318 students from the School of Science and Technology (SAT) and Babcock Business School (BBS) in 300 level. A random sampling technique together with questionnaire was used for data collection from the respondents. Descriptive statistics including frequency counts and percentage were used for reporting the findings while correlation was for the hypothesis. Findings from the study revealed among others that library instruction helps the students to identify their information needs and search for information in the library. The study further showed that library instruction has positive effect and positive relationship on undergraduate students’ academic performance. The study recommends that lecturers should be eloquent while teaching and adequate time should be allocated for practical in order to reinforce the theory with the practical.