This study aims to determine the needs, expectations, problems and experiences of international students in the process of distance education. To this end, phenomenology design was used, and university students representing different departments and countries were selected through a purposive sampling method. A total of 11 international students participated in the study. An interview form was used for data collection. According to the findings, it was found that the participants did not experience any problems during the registration and admission process and could get enough support from the institution during the orientation and services process. The most common problem in the academic process is the language used by the lecturer. Also, the students mostly preferred the department they studied in line with their choices. Thanks to the repetition of the courses in distance education, they could overcome the language and communication barriers they experienced during the face-to-face education process. It was also determined that the students' social relations with their peers and lecturers were positive, and they did not experience any adaptation problems. Finally, participants' statements on financial challenges focused on the difficulties in both finding scholarships and supporting themselves.