Distance learning, as well as traditional learning, depends on many personal and environmental factors. Distance learning is a proces of learning in which student and teacher don't have physical contact, so the education is happening virtually through the use of digital media. The goal of this research was to examine student experiences from different faculties of teacher education (N = 133) about distance learning they experienced during the COVID-19 pandemic, as well as personal and environmental predictors which have an impact on that style of education. The research was conducted online during the summer semester of academic year 2021./2022. Research had a few standard questionnaires and scales: The scale of stance about distance learning, Scale of searching for social help, Personality traits questionnaire, answers from students about ways of performing distance learning in different areas and time spent during distance learning, accessibility of IT equipment, education about distance learning and Questionnaire of socio-demographic data. The results have showed that the respondent's usually have negative stance on distance learning. Students spend four to six hours daily during the distance learning, which varies in different areas. Students mostly have average academic success in general and they are happy with it. The respondant's of distance learning survey often use Merlin and Moodle, internet is used as extra source of learning material, and they have lectures through video conference meetings and links. Multivariate data analysis for average academic success as a criterion successfully explained 59% of the variance, and the results show that students who have higher academic success in the humanistic, social, artistic and technical fields generally have higher academic success. The satisfaction with GPA criterion explained 13% of the variance. The GPA criterion for the humanities field explained 2% of the variance, and the GPA for the social field explained 34% of the variance. A positive correlation was found between neuroticism and GPA, and GPA in the social domain. Using the Internet as an additional source of teaching material as a criterion explained 39% of the variance. It has been shown that more sending of assignments and seminars via Merlin and e-mail means more use of the Internet as an additional source of teaching content. Communication with teachers via Merlin and e-mail as a criterion is explained with 69% of the variance, and the greater the sending of assignments and seminars via them, the greater their use in the educational process, as well as the monitoring of lectures via video conference, links to finished video lessons, etc.