Students must take responsibility for their learning and participate in learning activities to achieve the purpose of learning activities in distance education. Students' service quality perceptions, attitudes, and self-efficacy regarding distance education are important variables in this context. To that end, this study investigates the higher education students' service quality perceptions, attitudes, and general self-efficacy about distance education. The study results determined a positive relationship between students' service quality perceptions and attitudes and that self-efficacy perception and attitude variables predict service quality perception, while students' service quality perceptions, attitudes, and self-efficacy do not differ by gender. Another finding of the study is that the service quality perceptions and attitudes of the students differ by the device used in the online learning process. Within the scope of these results obtained in the study, some implications for practitioners and researchers conducting distance education in the higher education environment are discussed.