The study aims to determine which variables to be focused on by viewing the relationship between the variables of distance education to increase perceived learning satisfaction. The results of this study were obtained with the measurement model established with the data collected from 5574 state university students in Turkey. Within this context, it is thought to contribute to the literature. Another unique point in this study is; for the reliability of the results, it was expected that the deficiencies of the distance education infrastructure in universities would be eliminated during the pandemic process, and it was made with the help of a questionnaire applied to university students who received distance education after the improved infrastructure services. The structural equation model used by many disciplines was applied to investigate the significance of the relationship between the variables. As a result of the method applied, it was determined that there was a significant relationship between the technology, materials, support services, measurement and evaluation factors and the perception of distance learning satisfaction of the students. In addition, a significant relationship was found between the material and technology variables and the support services variable. No significant relationship was found between support services and measurement and evaluation variables. There was also no significant relationship in the model in which support services were established as a mediator variable. In this study, distance education policies on distance education services have been proposed, considering the relationships between the model established and the variables.