The present study aimed at investigating the problems of technology-based interaction, self-instructive, evaluation and extra-organizational problems of the distance learning centers according to the viewpoints of Isfahan distance learning high school teachers and students. The research population included 4021 Isfahan male/female students and 402 high school teachers during the academic year 2008-2009 (1387-1388). The research sample included 300 students and 110 high school teachers of those centers who were selected through multistage cluster random sampling method.Two Likert-scale questionnaires were administered among the subjects. The face validity and the content validity of the questionnaires were well established at the experts’ discretion. The Cronbach coefficients were quite satisfactory (teachers’ α=0.88 and students’ α=0.87). Research findings revealed that according to the students’ viewpoints, all types of the problems were greater than the average at the confidential level of probability (P ≤0.05), whereas the teachers believed that extra-organizational problems were lesser than the average. Moreover, there were significant differences between the demographic characteristics of teachers and students. Thus, the problems of distance learning centers according to the mentioned categories were  considered more than average by students and teachers. These problems were due to poor communication infrastructure, lack of technological facilities, lack of proper notification methods, acculturation and evaluation of distance learning centers.