In this study, it was aimed to evaluate the effects of teachers' experiences during the pandemic period, as well as their well-being, stress levels and adaptation to distance education. The sample of the study consists of preschool, primary school, middle school and high school teachers. According to the research findings, the perceived stress of primary school teachers is significantly higher than high school teachers. In addition, it was observed that the well-being levels of pre-primary teachers were significantly higher than high school teachers. It has been found that low motivation decreases the perception of self-efficacy and success in teachersand increases the perception of discomfort. The perceived stress of teachers whose negative attitudes towards the institution are increased is significantly high. It has been observed that the most important factor that creates a negative opinion towards the institution is the high expectations originating from the management. Lack of knowledge to prepare distance education content, technical difficulties, and difficulties caused by the intertwining of private life and business life are among the most challenging factors for teachers. In the study, it is noticed that uncertainty stands out as an important factor that increases stress. As the professional years of seniority increases, teachers' perceptions of stress and feelings of negativity decrease.