This study examined the relationship of satellite distance education receive-site facilitator knowledge and practices to student achievement in a satellite distance education course. The specific areas of interest were: (1) facilitator knowledge about the satellite telecommunications delivery system; and (2) facilitator practices for enhancing student interaction with the distance teacher and the course content. Students' semester grades were used as the measure of student achievement for comparison with facilitator knowledge and practices. An unbalanced 2 x 2 factorial design was used to analyze the data. Both independent facilitator variables were assigned to high and low groups around a median. The dependent variable was the site mean for student's final semester grade. Analysis of the study questions did not reveal a significant relationship between student achievement and either of the facilitator variables. A relationship may not exist between facilitator knowledge and practices attributes and student achievement, or the instruments used in this study may have failed to find a relationships. It is possible that a test with different items may find a relationship between facilitator attributes and student achievement. It is also possible that a test alone may not reveal such a relationship, and this may, in fact, be the case here. The data indicated that interacting factors are the best indicators of student achievement across sites. Those facilitators best able to assist students in a variety of situations and resolve both instructional and systems operations problems may be more successful in facilitating student achievement. That type of facilitator would be more likely to fit a model of the facilitator capable of reducing "structure" in a system and increasing "dialoge." (3 tables, 3 figures, 11 references) (BBM)