Distance education has been recognised around the world as a viable and cost-effective method for the initial training of teachers. and for their continuing professional development. In Nepal, one teacher training college has been offering a teacher education course through distance mode. In this regard, the main objective of this study was to seek a deeper understanding of the programme and to determine its overall quality. To achieve this, the research utilised a case study methodology and explored the experiences and reactions of students, tutors/founder members on this B.Ed. programme. To systematically assess the programme's effectiveness, the research developed a new analytical framework appropriate for this context. The framework was further refined as data were analysed. The study revealed that the quality of Self-Leaming-Materials provided were poor in terms of content presentat ion, coverage, student-content interaction, and in encouraging distance students in learning. While the poor quality of the materials was partly due to inadequate finances, it was also due to a lack of expertise and training in distance learning materials development. The distance approach introduced by the college was highly appreciated by students, but the study revealed that the context in which the college worked had impeded development. Initiatives were constrained by several issues, such as the college and its study centres operating with minimal physical infrastructure and logistics, poor learning resources and inadequate staffing. The co llege and university management and administration was inefficient in supporting its students and staff. Study findings ind icate that the quality of the programme was undermined by several factors such as political instability, absence of government support,