We collaborated with stakeholders (e.g., students, educators) from Community-Based Participatory Research (CBPR) and active interdisciplinary social advocacy perspectives and used Online Photovoice (OPV) method to understand and address online/distance education's the most important facilitator and barriers for college students' in Turkey. Out of 260 students who consented to the study, 240 shared the most important facilitator,190 shared the most important barriers, and 190 students (27% male, 72% female) completed our contextual questions related to their education. We used Online Interpretative Phenomenological Analysis (OIPA). Ten main facilitator themes emerged: advantages of using internet and technology (n = 104, 43%); enjoyable feelings (n = 61, 25%); saving time (n = 37; 15%); and social support (n = 28; 12%). Nine main barrier themes emerged: challenges of online education (n = 51, 31%); psychopathology and unenjoyable feelings, thoughts, and bodily sensations (n = 37, 19%); internet problems (n = 34, 18%); and Covid-19 restrictions (n = 30, 16%).