The pandemic period has made it necessary to rapidly transition to distance education at all levels of education. This research was conducted to determine the opinions and experiences of university students regarding distance education. This analytical cross-sectional study was conducted between September and October 2020 with 1390 students from 13 departments of the Faculty of Health Sciences. Data were collected using the Distance Education Evaluation Form developed by the researchers. The Content Validity Ratio (CVR) calculated for the form consisting of 30 items for distance education was found to be significant at 0.72. In the study, 7,7% of the students participated in distance education via a relative's computer, 2,7% via a relative's tablet or phone, 10,4% could not attend classes synchronously, 16% experienced constant internet connection problems, and 19.7% had to retake their exams due to technical and internet problems. More than half of the students (54,2%) stated that their learning was negatively affected by audio-video interruptions, 40,8% by distraction while watching the lesson, 31,7% by prioritizing other work and activities, and 24,3% by not having mandatory attendance in class. While a quarter of the students preferred distance education, the majority (%55,7) preferred face-to-face. 53,5% of the students took courses with laboratories, 48,3% took clinical courses, 66.3% stated that laboratory practices should be done face-to-face, and 61,5% stated that clinical practices could not be given through distance education. It has been determined that not all courses in the Faculty of Health Sciences can be given via distance education, and distance education is not suitable, especially for laboratory and clinical practical courses. Therefore, it may be recommended that some supporting theoretical courses be given in a hybrid manner instead of the main courses, so that students have the opportunity to receive both face-to-face and distance education, and that institutions provide strong infrastructure support.