The purpose of this study was to examine the relationship between teachers' attitudes towards distance education and their digital literacy levels. Teachers' attitudes towards distance education and digital literacy levels were determined using a survey method. A total of 1059 teachers, 557 males and 498 females, volunteered to participate in the study. Data collection tools were a personal information form developed by the authors, the digital literacy scale developed by Ng (2012) and adapted to Turkish culture by Hamutoglu et al. (2016), and the distance education attitude scale developed by Agir (2007). Data were collected using an online form on Google Forms. Descriptive statistics and canonical correlation analysis was used for the statistical calculations. The results showed that teachers had moderate attitudes towards distance education and above moderate digital literacy level. Based on the results of the canonical correlation, teachers' attitudes towards distance education and their digital literacy levels were highly significant. In future studies, precautions should be taken to increase teachers' attitudes towards distance education and to enhance awareness, knowledge, and motivation. Also, it is recommended that teachers be provided with practical interventions to improve their digital literacy.