This paper focuses on one of the most significant challenges in distance learning, the student-to-student interaction issue, by studying the interaction experiences of a group of students who have had a distance education experience. It addresses questions such as the current status of student interactions, the students' perceptions of such interactions, and the pattern emerged from such interaction behaviors. Using a phenomenological method, this study found out that the student interaction phenomenon in distance education was intertwined with many factors and themes. In order to foster an interactive learning community and encourage student interactions, all of the administrators, faculty, and staff in a distance education program need to collaborate with each other at an institutional level.