This qualitative research aims to determine teachers' opinions about in-class web 2.0 practices after distance professional development involvement. Twelve teachers from different public schools were selected purposefullyas a sample group. The Web 2.0 and Distance Training Interview Form (WDTIF) was used after implementingweb 2.0 tools in the classrooms to collect data. All interviews were audio-taped and transcribed. Then the data were analyzed by content analysis. The data analysis revealed that participating teachers recognized the different features of web 2.0 tools. Furthermore, it was found that teachers used web 2.0 tools for assessment, to create opportunities for collaboration, and to improve students' learning experience and engagement. Teachers also mentioned that distance education allowed them to participate in a professional learning community besides offeringtraining opportunities. Distance education was also anaffordableoption for teachers whoneeds totravel to a distant location. During the interviews, the disadvantages of distance education were pointed outas well. These disadvantages were internet connection problems, lack of motivation and confidence, and face-to-face interaction. Further investigations were carried outto understand other related impacts of using web 2.0 tools in the classroom and distance teacher learning that arose during the study.