This study investigates the experiences of successful distance education students at Makerere University, Uganda, employing a mixed-methods approach to uncover factors contributing to their academic achievement. Utilising an explanatory sequential design, we first conducted an online survey with 260 final-year distance learning students, followed by focus group discussions with 30 high-achieving students. The research examines academic and non-academic factors influencing success, as well as the implications for higher education policy and practice in Uganda.

Our findings reveal that successful students demonstrate high levels of self-motivation, effective time management, and resilience in the face of technological and logistical challenges. The study also highlights the critical role of institutional support, particularly in providing accessible learning resources and responsive academic guidance. Importantly, we identify a significant gap between institutional investments in distance education infrastructure and students' lived experiences, suggesting a need for more targeted interventions.

This research contributes to the growing body of knowledge on distance education in sub-Saharan Africa, offering insights that can inform policy and practice. By amplifying the voices of successful students, we provide a nuanced understanding of the distance learning experience, which can guide institutions in developing more effective support systems and pedagogical approaches. The findings have implications for enhancing student success rates and overall quality in distance education programmes across similar contexts.

Keywords: Distance education, Student success, Mixed-methods research, Higher education in Uganda, Academic achievement factors.