Student interactions in distance learning have been a critical element of the transactional distance theory. Research shows that student interactions have a positive effect on learning outcomes. However, little is known about how student interactions can be improved. The need to understand student interactions and to determine the relationships between the variables that are effective in these interactions has become evident. This study aims to investigate the impact of e-learning readiness and the motivations of students in distance learning on student interactions. In addition, it was examined whether motivation mediated the relationship between e-readiness and student interactions. The study was conducted with 172 students enrolled in a postgraduate program conducted by distance learning. Results showed that students' e-learning readiness and motivation are essential predictors of student interactions in distance learning. Furthermore, it was found that motivation had a mediation effect on the relationship between e-learning readiness and student interactions. The results of the research are helpful for both instructional designers and instructors of distance learning who want to reduce the transactional distance by increasing student interactions.