Abstract: A

random sample of in-service primary school teachers on an upgrading diploma programme offered by the University of Botswana through distance education was investigated to determine their perceptions towards distance learning. Data collected using a 37-item Student Opinionnaire was analysed for various relationships between dependent and independent variables using t-test, ANOVA and multiple comparison Scheffe test. Of the four factors, student personal factors contributed most to positive perceptions of learners towards distance learning, while programme factors contributed most to negative perceptions of distance learning. Among personal factors, motivation-related factors, such as intellectual growth, confidence, enjoyment and commitment were major contributors to positive perceptions of distance education. On the other hand, programme factors, such as slow turnaround time, lack of detailed assignment feedback, overload, and accessing library contributed most to negative perceptions. Relative to females, male students got significantly more support from coworkers and tutors, while married students experienced significantly more family support and changes in social life and had less study time relative to unmarried students. Distance was also an important factor, as problems concerning accessing library, attending residential sessions and handing in assignments, increased with distance from study centres. These problems reached significant levels relative to learners who reside within a 100 km radius of a study centre. Finally, the findings show that positive perceptions of distance learning could be enhanced by strengthening motivation-related factors while mitigating those programme factors which contribute most to negative perceptions.