The purpose of this mixed methods study was to determine what characteristics of affinity spaces are found in distance higher education. Affinity spaces have been established as successful learning environments, but as of yet, have not been established in distance higher education. Faculty and students from 3 cohorts of a distance educational studies doctoral program at a teaching-intensive university were surveyed. Data found that 83% of affinity space characteristics were encompassed in the learning space. Exploration of the space specific to contributions, diversity, and engagement are presented and discussed. Finally, the participants in the space are presented as a significant component in distance higher education affinity spaces.