The purpose of the current study is to investigate the opinions of middle school mathematics teachers about distance education mathematics lessons. The study was designed in line with the qualitative research method. Qualitative research is conducted according to designs based on a certain strategy. The current study employed the phenomenological design. The maximum variation sampling method, one of the purposive sampling methods, was used in the study. Maximum diversity was achieved on the basis of the criteria of seniority, gender, education level and inservice training for distance education. Correspondingly, 10 middle school mathematics teachers working in schools affiliated to the Ministry of National Education were included in the study. A semi-structured interview form was used as the data collection tool. The data obtained from the semi-structured interview forms were analysed through content analysis, one of the qualitative data analysis methods. The middle school mathematics teachers stated that they encountered problems such as lack of internet access, students not having technological tools (computer, tablet, smart phone), internet infrastructure problem and student absenteeism in distance education mathematics lessons. The mathematics teachers stated that student-student interaction was limited, that the objectives set in the curriculum were not sufficiently achieved and that the distance education mathematics lessons were not useful. They made suggestions about providing students with additional resources and materials and ensuring that students have internet access.