Abstract: The primary goal of this paper was to identify and elucidate the varied obstacles faced by students adapting to distance/remote education system (i.e., electronic, online, mobile, and virtual teaching and learning) during the COVID-19 pandemic. To achieve this, the study utilized a mixed methods approach, which combined both quantitative and qualitative research methodologies in a descriptive, analytical, and evaluative manner. Data was collected through an online questionnaire, informal semi-structured interviews, and team discussions held via focus groups. A carefully selected and stratified random sample of 5,000 students from two Kuwaiti public higher education institutions took part in this study electronically. They engaged in the research process through various information and communication technology (ICT) tools, including email, social networking/media apps, and video conferencing software platforms. This data was gathered during the fall, spring, and summer semesters of the 2021/2022 academic year. Analysis of the data revealed that students generally expressed a “high" level of satisfaction with the practice of distance teaching and learning. This positive response suggests a promising path forward for continued utilization and integration. Moreover, distance teaching and learning has proved to be an especially valuable tool in circumstances when traditional methods are unavailable or impractical, such as during natural disasters, political upheavals, or epidemics. However, for distance teaching and learning to be properly implemented, it is crucial for the administrators of Kuwait's public higher education institutions to address the numerous barriers that students encountered during this unique and unconventional educational experience. This study enumerates several of these noteworthy challenges, some of which: technical and network-related issues; increased quantity and complexity of assignments; lack of empathy and consideration for students' technical difficulties, circumstances, and conditions; and failure to employ teaching and learning strategies that are well-suited for distance education. Administrators should actively seek and implement effective solutions to these issues if they desire to enhance the success and benefits of this educational approach.