Some learning takes place from the things that learners hear; more learning takes place from the things that learners see; and, still more learning transpires from what learners do. Hence, the importance of providing adequate, appropriate and varied instructional materials to concretize and substantiate learning. This study is a descriptive research that ascertained the extent of usage of instructional materials of teacher education faculty members of the Nueva Vizcaya State University, School Year 2011-2012. A structured questionnaire was used to gather data from randomly selected teacher education students and teachers. Frequency counts, means, percentages and correlation procedures were employed to treat the collected data. The students thought that teachers use all kinds of instructional materials from time to time while the teachers perceived themselves to habitually use all kinds of instructional materials. Both teachers and students viewed that teachers remarkably consider the characteristics of the different instructional materials when utilizing them in the teaching-learning process. The teachers consider the age and year level of their students as well as their attendance to relevant seminars when using different kinds of instructional materials in facilitating learning. Additionally, the students’ age and gender contribute to the teachers’ effective use of instructional materials with consideration to their characteristics.