This study was designed to assess the performance level of program development practitioners at institutes of lifelong education (IOLEs) attached to colleges and determine the relationships between program development performance and its related variables. In order to achieve the purpose of the study, this study sampled two persons from each IOLE out of a total population of program development practitioners working at 323 IOLEs attached to colleges. Based on the research findings, the following conclusions were made: First, the actual performance level of program development practitioners at IOLEs attached to colleges was found to be relatively lower than the level of the perceived importance of program development tasks. Among the program development tasks, implementation tasks such as instructor selection and promotional activities were high, while the stages of planning and evaluation were neglected. Second, self-esteem was found to have a significant effect on the perceived importance of program development tasks, self-efficacy, morale, and the performance of program development. Third, the perceived importance of program development tasks and morale were found to serve as intervening variables that facilitate the relationship between self-esteem and performance more positively. Fourth, a comprehensive analysis of research findings shows that when a program development practitioner at an IOLE attached to a college had high self-esteem, has a strong perception of the importance of program development tasks and has motivation for the work, the performance of program development improves.