The Covid-19 global pandemic, which started in 2019 and influenced the whole world, affects people in many ways. In terms of areas such as transportation, health, nutrition, accommodation, security, sports, and social activities, people have to live in a more limited and cautious way. As in many parts of social life, some novel, innovative and adaptive practices have started to be implemented in education services due to the Covid-19 pandemic. From this point of view, it was aimed to determine the stakeholder opinions about the quality standards for distance education within the scope of science education. The study group of the research consists of 96 faculty members, 124 science teachers and 168 pre-service science teachers, who were determined with convenience sampling. Qualitative and quantitative approaches were used together in the research process. Word association test and semi-structured open-ended interview questions were used to collect qualitative data. In the collection of quantitative data, a 5-point likert scale, the validity and reliability of which were previously fixed, was used. Descriptive and inferential statistical techniques and content analysis were included in the analysis of the data obtained. The results of the research show that it took time for the stakeholders to get used to the distance education process and that there were problems in content development at the beginning. However, it was found that distance education had become a part of life and emergency compulsory remote education practices had become much more qualified. Also, it was observed that there were differences between faculty members and teachers in adapting to distance education and determining quality standards, and these differences were shaped by various variables.