The underlying assumption (or hypothesis) for this study is that access to, and availability of, open education resources (OER) will or should lead to open educational practices (OEP), at least to some extent which may vary with the context. Therefore on the basis of that, this study sought to assess if availability OER had an impact on the emergence and extent of OEP at the AVU and its network of partner universities. Using the open educational practices conceptual framework which outlines sixteen dimensions of OEP, the study focused on four of these dimensions, namely, extent of using and repurposing OER, availability of a process for OER creation, degree of sharing of OER, and extent of working with open learning architectures. This was a qualitative case study that used interviews and document analysis to collect data. The findings indicate varying degrees of open education practices at the AVU network level, at the level of the partner institution and at the level of the educational professional. For example at the partner institution level, the study found that AVU OER was being used as a resource for teaching, for developing instructional materials for online courses. However, certain limitations were also noted for example the technological environment was not ready or an ICT-integrated OER. At the AVU network level, while there was extensive use of OER in the development of the OER courseware there, was not a corresponding application of open pedagogy or open learning architecture.