Nowadays, distance education programs are increasing with the Covid-19 outbreak. Due to the number of options based on distance education, it is aimed to provide a higher quality to service users. One of the important methods to increase the quality of distance education services is SWOT analysis. SWOT Analysis enables organizations to see their strengths (S) and weaknesses (W) and position them according to Opportunity (O) and Threats (T) that may occur in the external environment. The method of this research is phenomenology, one of the qualitative research methods. The study group of the research was selected by purposeful sampling technique. The analysis forms were collected from the lecturers via digital mail on a voluntary basis. Therefore, the study reached 48 instructors teaching Turkish as a foreign language in different regions of Turkey. In the research, a SWOT analysis form (4 questions) was used to understand distance education practices. The data were analyzed using content analysis and descriptive analysis technique. According to the results, the strength of teaching Turkish as a foreign language in distance education is 'flexibility in time and place' with a ratio of 58%. Again, 'flexibility in time and space' was evaluated as an opportunity with a rate of 42%. The weakest aspect of teaching Turkish in distance education seems to be 'technical problems' with a rate of 29%. The instructors rated the 'lack of the classroom environment' as the biggest threat with 30%. Finally, it can be asserted that the findings of the study sheds light on distance education practices in the Covid 19 pandemic process in terms of teaching Turkish to foreigners.