The application of internet technology to distance education has resulted in exciting advancements. However, the obstacles encountered reduced this enthusiasm. Integration of distance education and face-to-face education has been the focus of more research in recent years. For both learning environments to be effective, students' opinions about these environments are important. The aim of this study is to investigate the views about teaching environments of students who share the same environment in face-to-face education preceding distance education, distance education and face-to-face education following distance education. This research is a survey study. The universe of the survey comprises of 12th grade students enrolled in high schools affiliated with the Ministry of National Education in Turkey in the 2021-2022 academic year. Due to the COVID-19 pandemic in their 10th grade, these students have transitioned from face-to-face education to distance education. These students have engaged in both face-to-face and distance education with the same classmates and teachers. Within the scope of the survey, 622 high school students were administered a questionnaire. The analysis of the questionnaire responses yielded findings on topics such as teaching environment materials, in-class communication, active participation, and teaching focus. According to students, after distance education, teachers use the smart board more efficiently. At the same time, more blackboards are being used in science and mathematics courses than before distance education. It has been determined that distant education classroom communication is problematic. It has been determined that face-to-face education is preferred by students over distance education. Students believe that some face-to-face courses can be taught remotely. However, it is understood that students prefer face-to-face science and mathematics instruction to distance education. It has been discovered that the majority of students believe there is a difference between face-to-face education before and after distance education. It has been established that the number of students who believe that classroom discussions occur in face-to-face science and mathematics courses has fallen dramatically after distance education compared to before distance education.