The aim of this study is to understand how distance education is experienced from the perspective of teachers during the COVID-19 pandemic. This study is a part of a comprehensive grounded theory research, and data were obtained from semi-structured interviews with 23 teachers. Data were analyzed using Charmaz's two-stage coding process. As a result of the analysis of the data, the challenges experienced by teachers were examined under three themes: student and teacher-related and systemic challenges. Student-related challenges included lack of access to technology, reluctance to attend classes, poor communication, privacy issues, parents' lack of involvement, and health concerns. Teacher-related difficulties involved unfamiliarity with distance education, digital platforms, and materials, inadequate digital skills, lack of technological equipment, and working from home. Systemic issues included internet infrastructure problems, difficulties with assessment and class participation, teacher workload imbalances, and platform security concerns. Teachers highlighted several benefits of distance education during the pandemic, categorized as contributions to teachers, students, and the system. These included the development of digital skills, increased cooperation in digital contexts, the ability to create distance education materials, enhanced content on education platforms, improved school digital infrastructures, and better access to technological tools. The findings emphasize the need to support teachers' digital skills, improve school infrastructure, and implement training programs. The COVID-19 pandemic presented challenges but accelerated distance learning and digital transformation in education. This study fills the gap in literature on the impact of digital skills and distance education on teachers' experiences, revealing the COVID-19 education transformation from their perspective. Unlike previous studies, it provides a holistic view of how teachers experience challenges and opportunities.