Distance education is a system that has its roots in the past, that has just begun to be discovered by many countries due to the COVID-19 pandemic, where technology is used extensively and that enables teachers and students to meet on common ground. Due to the pandemic, our education system continues temporarily in the form of distance education. Undoubtedly, this change in the education system has primarily affected teachers and students. Since the distance education system refers to a process that is intertwined with technology, it has affected teachers and students in rural areas more. In this context, the purpose of the current study is to get the opinions of the teachers working in rural areas about the distance education process. The current study employed the case study design, one of the qualitative research methods. The data of the study were collected through interviews conducted with 12 teachers working in the rural areas of the city of Kars in the 2020-2021 school year. The collected data were collected by using the content analysis technique. According to the results of the study, it was concluded that the teachers working in rural areas evaluated the distance education process negatively, that they could not get the same efficiency from distance education as face-to-face education, and that the materials, activities, and methods used in lessons were limited, that the level of communication and cooperation with families was not adequate, that they experienced many problems as they were in rural areas and that they tried to produce their solutions.