This study examined the participation of undergraduate and graduate students in distance education. Students responding to the 1999-2000 National Postsecondary Student Aid Study who reported taking distance education courses for credit were asked about their experiments. Eight percent of undergraduates and 10% of graduate and first professional students reported taking distance education courses. Findings suggest that even though distance education participation rates were relatively low in 1999-2000, clear patterns of participation emerged for both undergraduates and graduate/first professional students. Students who reported participating tended to be those with family responsibilities and limited time. They were more likely to be enrolled in school part time and to be working full time while enrolled. Females were more likely than males to participate, and undergraduates majoring in education participated in distance education at a higher rate than did those majoring in most other fields of study. Similar patterns of participation emerged among graduate and first-professional students. Both graduate and undergraduate students were more likely to take distance education courses over the Internet than via live or prerecorded television or audio. About one half of respondents reported being as satisfied with their distance education courses as their regular classroom courses. In addition to the description of overall participation in distance education, the report includes a multivariate analysis that shows the residual relationship of various student characteristics to distance education participation. Appendixes contain a glossary and technical notes. (Contains 8 figures, 15 tables, and 5 references.) (SLD)