This study aims to evaluate the distance education process of refugee students in primary schools. Qualitative research, case study design was used in this study and semi-structured interviews were conducted with 14 teachers within the framework of maximum diversity sampling and document analysis was conducted. As the study's findings, three themes emerged as Minister of Education practices in the distance education process, the lesson process in distance education and the factors affecting it, lastly expectations and solution suggestions. In the distance education process, It has been concluded that Eba, TRT Eba TV, Eba point of support, summer courses, in-service training, material support, and informative works have been implemented by the Minister of Education, but these applications are not used by refugee students or can be used in a limited way. During distance education, participation in the lessons decreased due to financial situations, parental indifference, and language problems. The efficiency of the lessons decreased, and there were problems in classroom management and active participation. In the decrease of efficiency in the course process; It has been concluded because of that the student's home environment, the difficulties experienced in terms of the program, the difficulties in the materials, the communication with the parents, and the language problem factors play a role. It has specified that Participating teachers have some solutions offers such as overcoming financial problems, parent support, adding appropriate content to the EBA content for refugee students, preparing appropriate materials for refugee students, and providing in-service training.