This study aims to examine the distance education practices conducted during the Covid-19 pandemic in terms of preservice teachers’ views. Explanatory sequential design, one of the mixed research methods, was used in this study. First, quantitative data are collected and analysed, then qualitative data are collected in this design. In this sense, in the quantitative part of the study, the data were analysed using the “Distance Education Students’ Views on Distance Education Scale” developed by Yıldırım, Yıldırım, Çelik and Kahraman (2014), whereas in the qualitative part, they were analysed using the semi-structured interview form developed by the researcher. Descriptive statistics were used in the analysis of quantitative data, the Mann Whitney U test was used to describe the difference between the two group averages, and the descriptive analysis method was used in the analysis of qualitative data. As a result of the analysis of the quantitative data obtained, it was concluded that preservice teachers’ views on distance education were at a moderate level or partially satisfied that there were significant differences in the overall and dimensions of the scale in terms of the variables of gender, having internet access, following the course and internet access quota. As a result of the analysis of qualitative data, the views of the preservice teachers were divided into two themes: “Advantages of Distance Education” and “Disadvantages of Distance Education”. The advantages of distance education were divided into three categories as “Economics”, “Repetition” and “Flexibility of Time and Space”. On the other hand, the disadvantages of distance education were divided into six categories as “Permanent Learning”, “Problems Arising from Measurement and Evaluation”, “Disciplinary Problems”, “Internet Access Problem”, “System Problems” and “Lack of Interaction”