The way distance learners learn influences the manner in which they succeed in the different programmes of study. This study sought to gather views of selected open and distance learners on how they engaged in learning. The study was located in the interpretivist research paradigm and followed a qualitative research approach of which a case study design was utilised. An open-ended questionnaire was administered on a purposive sample of 18 distance education learners who are practising teachers registered for an education degree programme at one university in Eswatini. Data were analysed for content and conclusions were drawn. The findings of the study revealed that some students learning through distance education had an opportunity to prepare for their contact class while some struggled with balancing up work, family, and study time. The findings of the study also revealed that students had an opportunity to prepare for their assignments and tests as individuals and in groups as well. The study found that some students preferred studying alone, while others would study alone and in groups as well. The main conclusions of the study were that students studying through open and distance education prepared for classes while some did not, and that students did their work as individuals and some in groups. The study recommends that orientations be done to help students manage their time for study, family, and work.