The objective of this study was to gain a comprehensive understanding of the experiences and perspectives of educators working with students with visual impairments and multiple disabilities regarding distance education. This study employed an exploratory sequential design, a type of mixed-methods research. To this end, the researchers developed and employed a “Semi-Structured Interview” form, a “Demographic Information Form”, and an “Opinions on Distance Education Questionnaire” for the purpose of data collection. In the initial phase of the study, the researchers gathered qualitative data through semi-structured interviews and conducted an analysis thereof. In the second stage, the research team developed the Opinions on Distance Education Questionnaire, a tool designed to collect quantitative data, based on the findings of the qualitative analysis. Subsequently, the team collected the requisite quantitative data. Seven teachers participated in the qualitative portion of the study, while 40 teachers took part in the quantitative phase. The findings revealed that teachers of visually impaired children with multiple disabilities reported unfavorable experiences pertaining to the children's disabilities, students' access to the Internet, and the utilization of technology in distance education practices. Teachers made adaptations and utilized family support to overcome these challenges. The teachers reported that they required the most support from their families in distance education, as well as training in the use of technology, the internet, and infrastructure support. They suggested that for distance education to be effective, families should be trained in distance education and students should have access to the necessary internet and digital devices. Keywords: teachers, perspective, experiences, visually impaired students with multiple disabilities, distance education, mix method