The purpose of this study was to evaluate the quality of the distance education program at Makerere University based on a quality scorecard and the perceptions of administrators and faculty. The study employed an explanatory mixed-methods design which utilizes both the quantitative and qualitative research phases. Data for the quantitative phase was collected using a quality scorecard instrument and data for the qualitative phase was collected through interview sessions with six senior administrators who were selected based on their position and expertise in the distance education program at Makerere University. The results of the study's research question 1 indicated that a majority (64.0%) of the quality scorecard participants (administrators and faculty) rated quality of the distance education program at Makerere University as unacceptable. Based on a Mann-Whitney statistical test, the results of the study's research question 2 and the accompanying hypothesis indicated statistically significant differences in the overall quality scorecard results between administrators and faculty. The results of the study's research question 3, which was the basis for the interviews with six senior administrators, indicated that the quality of the program was acceptable. Interview participants identified some challenges and weaknesses faced by the distance education program at Makerere University; among which included: lack of resources, lack of study materials, lack of a clear program policy, lack of program uniqueness, and lack of well-equipped study centers. These challenges and weaknesses could perhaps explain why the results of research question 1 indicated the quality of the distance education program at Makerere University as unacceptable. A methodological triangulation process to compare between the quantitative phase and the qualitative phase of the study revealed that the qualitative results supported the quantitative results. A major implication drawn from this study is that individuals still have differing perceptions about the quality of distance education. For instance, in this study, most administrators were found to perceive the program quality as acceptable whereas most faculty members perceived the program quality as unacceptable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]