The purpose of this study is to determine secondary school teachers' attitudes toward distance education and their digital competencies, to examine the relationship between their attitudes toward distance education and their digital competencies, and to reveal the efficiency of the process by analyzing teachers' perspectives on the lessons taught during the Covid 19 pandemic. The study was conducted by using mixed-method research that included questionnaires and an interview form. Participants of the study consisted of 263 teachers from different high schools in Amasya. Quantitative data were collected from teachers with the "Attitude Scale towards Distance Education" and "Digital Competence Scale for Educators". Teachers' attitudes towards distance education have been found to be at a moderate level and the competency status of 64.26% of them was at the expert and integrative level. Teachers' attitudes towards distance education and their digital competencies do not differ significantly by gender. While teachers' attitudes towards distance education according to professional seniority were not significant, their digital competencies were found to be significant. Teachers' attitudes towards distance education and their digital competencies show a significant difference regarding their educational status. There is a significant and positive relationship between teachers' attitudes toward distance education and their digital competencies. Teachers' attitudes towards distance education increase as their digital competencies increase. Teachers' digital competencies predict their attitudes towards distance education. According to the results of the interviews with 10 teachers, while distance education courses provide independence from time and space, it causes difficulties in classroom management and inequality of opportunity. These analyses are expected to shed light on the changes that may occur in education following the epidemic.