The aim of the study was to find out the factors, which significantly affected satisfaction with distance education among university students (undergraduate students). Complete data were obtained from 1283 respondents from different faculties in Czech Republic during the second term in academic year 2021/2022. The items in research tool were Likert type and also semantic differential was used. The descriptive, inferential and multidimensional statistic were used for data evaluation. Independent variables like: Evaluation factor for full-time form; Activity factor for full-time form; Difficulty factor for combined form; Evaluation factor for combined form; Activity factor for combined form; Perception of distance learning through negatives and Perception of distance learning through positives were as significant, which influenced satisfaction with distance education. Implications for pedagogical practice are presented in the conclusion part.