Distance education has received a lot of attention in contemporary policy as something that makes it possible for more students to participate, but also involves a certain set of challenges. When it comes to distance education, Swedish municipal adult education (MAE) stands out with its long history of flexible education, often provided on distance. Applying Bacchi's poststructural WPR approach, the aim of this study was to scrutinise how distance education is construed, and the discursive effects of this, in comments by MAE school leaders and staff during a quality audit. The analysis shows that it becomes difficult to question or think differently about distance education within the flexibility discourse in adult education. Moreover, the blame for students' lack of goal attainment and increased dropouts seems to be put on external providers, municipalities, and the students rather than on the way that the adult education system is organised or the demands around flexibility in adult education policy. What seems to be left out is a discussion about the pedagogical and didactical implications of distance education.