This mixed methods study investigates the research on strategies for distance learning to identify best practices for distance teaching of secondary students. For this study, distance learning was defined as an organized educational experience that takes place either synchronously or asynchronously while the student is in a different physical location from the instructor. Information and feedback are exchanged over the internet via email, website communication, electronic messaging, audio or video (pre-recorded or live). The first part is a survey of secondary teachers to see which strategies are used by secondary teachers of distance learning courses. The second part of the study consists of a literature review of over 100 studies, narrowed down to a qualitative meta-synthesis of 25 research studies, some quantitative, others qualitative, that attempt to identify the impact of a particular intervention or strategy used in various distance learning scenarios. The studies were identified through scholarly search engines, yielding studies within the year range of 2001 to 2020. The studies were coded and analyzed. A comparison of the research and the actual practices follow. Findings of the synthesis and the survey show that many teachers may be unaware of some of the most highly recommended distance learning strategies. Some teachers came away from the 2020-21 school closures with a negative view of distance learning, but awareness of and use of research-based distance learning strategies can improve student outcomes. Districts should continue to pursue and develop online distance learning options to serve their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]