In distance education, learner support services are designed to compensate for the absence of regular face-to-face interaction, and the Dependency Model explains how learners rely on institutional support systems for their academic progress. This model is based on the idea that distance learners, unlike conventional students, are more dependent on organized support structures for guidance, motivation, academic assistance, and administrative facilitation. The model assumes that effective learning in distance education cannot occur in isolation and that learners require continuous external support to succeed. The Dependency Model emphasizes that learners depend on the institution for structured learning materials, timely information, counseling, and feedback. Since distance learners are separated from teachers and peers by time and space, their dependency increases in areas such as academic advising, tutoring, assessment guidance, and problem resolution. The institution becomes the central source of direction, replacing the immediate classroom environment found in conventional education. This dependency is not viewed negatively but as a natural characteristic of distance education