The continued rapid growth of distance education programmes in higher education has brought concerns regarding how stakeholers perceive quality in distance education. The study examined the differences between the mean indicator ratings by different stakeholders in a distance learning programme. The study adopted a case study research design to collect data from 320 students, 56 facilitators and 24 administrative staff selected randomly from the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology in Ghana. The data collected through questionnaires were analysed using the statistical package for the social sciences (SPSS) software, version 20. Mean indicator rating analysis revealed that students' highest perception of quality was on support services and the lowest was academic integrity and institutional prestige. Whilst both facilitators and administrators rated support services as the highest, infrastructure scored the lowest. The results of the study therefore, revealed common benchmarks and quality indicator (support services) that all parties deem important in designing, implementing, and evaluating distance education programmes. Respondents noted the lack of appropriate tools and media; unavailability of reliable technology and technological plan; ineffective communication and co-ordination; and, time constraints as some of the quality challenges for distance education at the Institute. The study recommends monitoring and evaluation of service delivery for distance learning programmes to ensure fitness for purpose, value for money and customer satisfaction.