Due to the COVID-19 pandemic, face-to-face education practices at all levels of formal education institutions in Turkey were suspended for precautionary purposes, and distance education was started urgently. Many studies have been conducted on this form of education, which has been implemented for a long time and will be replaced by face-to-face education in the 2021-2022 academic year. Among these, there are also those who examined the effectiveness of courses through emergency distance education in listening education during the pandemic period, very few studies could be identified that focused on examining the views or attitudes of teacher candidates in the field of language education towards the development and education of listening skill. Based on the idea that the process should also be addressed from the perspectives of the teacher candidates, this research examines the views of them on the "listening education" course in the Turkish Teaching Undergraduate Curriculum and conducted with EDE. For this purpose, a focus group interview was conducted through a semi-structured form with 17 teacher candidates who were studying at Mersin University Faculty of Education Turkish Teaching Undergraduate Curriculum in the 2020-2021 academic year and selected by criterion sampling method. When the interview data were analyzed, it was determined that the sessions were watched by most of the teacher candidates because they were seen as important, participation in the sessions was mainly hindered by problems with the Internet connection, although not as much as face-to-face sessions, they were seen beneficial in some degree, recordings to be seen beneficial were watched infrequently and to make up for missed synchronous sessions, teacher candidates were of the opinion that more emphasis should be placed on practices. Some suggestions were presented to curriculum developers, distance education platform designers and course instructors at the end of the study.