The use of online, distance, and remote teaching is a growing phenomenon in the K-12 context. The aim of this pilot study was to explore K-12 students' experiences of the synchronous (real-time) remote teaching and learning environment. The following research questions were posed: (1) What possibilities and challenges can be identified from the perspective of students? (2) What development needs can be discerned for unexperienced teachers and students in synchronous remote teaching and learning environments? Data were collected from 177 students, using a quantitative instrument with questions in four dimensions: teacher support, involvement, cooperation, and autonomy support. Findings reveal both possibilities and challenges experienced by students in the synchronous remote teaching environment.