With the rapid and multifaceted development of technology, information technologies have progressed in parallel with this in the 21st century. In the light of these developments, distance education studies have started to be seen in education and this process has been ensured to be carried out regardless of the time and place by going beyond the conventional education practices. Distance education is often compared with traditional teaching in terms of learning experiences such as success, satisfaction and attitude. Due to a number of advantages, an optional distance education system was implemented. Due to some extraordinary reasons (pandemic), this system was compulsorily switched to. In 2019-December, the virus known as COVID-19 appeared in Wuhan, Hubei Province of China, and it showed its effect all over the world in a short time. For this reason, some measures have been taken. One of the measures taken was to suspend formal education. Within the framework of distance education, Turkish lesson are also transferred to students. Teaching Turkish is a course that requires practice within the framework of four basic language skills, where the student takes an active role and is structured using feedback. Considering these elements, how Turkish education is given by distance education will be evaluated within the framework of teachers' opinions. The research has been designed qualitatively. The study group consisted of 35 Turkish teacher's selected by random sampling method. Semi-structured interview form was used to collect the data. The data obtained were concluded with the content analysis method. As a result of the research; It has been determined that the Turkish lesson given by distance education is only theoretically in many points and there are insufficiencies in acquiring other skills besides listening skills.