Student wellness is an important aspect of sustainable health concerns. The COVID-19 pandemic has exacerbated existing emotional and academic stresses in students. Much learnt from the COVID-19 pandemic can be transferred to the distance learning context. In this study, I explored two dimensions of student wellness, namely, intellectual and emotional wellness. Factors within these dimensions were categorised as having a positive or negative impact on student wellness. I collected the data in this case study using an electronic questionnaire and voice-note interviews. Thirty students from years one and two in one department of a faculty at a university participated in the study. The findings include that group work can have a positive impact on intellectual wellness whereas an imbalance in considering student learning styles could have a negative impact. Closeness of the due dates of tasks has a negative impact on intellectual wellness. Flexibility of learning times and independence in distance learning were positive factors associated with emotional wellness. Learning stresses, which included workload and insufficient instructor support, were identified as negative factors. In the study, I confirm that wellness is multidimensional and recommend that instructors take this conceptualisation into account when planning for the micro-teaching and learning environment in distance learning.