The study investigated the non-teaching staff development programmes for quality assurance in tertiary educational institutions in Anambra State. It focused on the training programmes available for non teaching staff, how non-teaching staff perceive such training programmes, the extent to which training programmes are utilized by non-teaching staff, how often non-teaching staff undertake such training programmes, as well as challenges facing the organization of training programmes for non-teaching staff. Five research questions and five hypotheses guided this study. All the major variables were reviewed in the literature while the McGregor Theory (1960) provided the basis for the theoretical framework of this study. The study adopted a descriptive survey design. The population of this study consisted of all the tertiary educational institutions in Anambra state while the sample size covered 1088 non-teaching staff that were selected which represent a 50% of the entire population constituted the sample size. A 24-item structured questionnaire titled Non-teaching staff development programmes for quality assurance questionnaire “(NTSDPQAQ)” was used for data collection and the reliability index was 0.85. It was structured using 4-point modified likert scale. Mean and rank order was used to answer the research questions while z-test was used to test the hypotheses. The findings of the study revealed among others that orientation, workshop, on-the-job training and in-service are training programmes for non-teaching staff. Non-teaching staff demands to be encouraged to put in their best in performance of their duties. It was therefore concluded that it is essential that training programmes are organized for them to acquire new knowledge as well update their skills to enable them perform their duties efficiently and effectively to ensure that quality is attained. Some of the recommendations made include that non-teaching staff should be encouraged to improve their knowledge through training and re-training in order to employ some degree of skills and techniques in solving problems and also government should provide adequate resources to enhance human capacity development in tertiary educational institutions.