An increasing number of K-12 students are being offered distance and remote teaching alternatives. As digital technology enables education to reach greater physical distances, to more students, and evolve into various instructional forms, it raises questions about the consistency between different distance and remote teaching modalities in terms of student learning experiences and the role of instructors. In this study, students' perceptions of the psychosocial environment are analyzed using transactional distance (TD) as a theoretical lens to understand their perceptions of closeness and/or distance in a remote teaching and learning environment. Qualitative and quantitative (descriptive) data were collected using a survey based on What Is Happening In this Class (WIHIC) and the Learning Climate Questionnaire (LCQ). The data represent 271 students (73% response rate) from 25 schools and 44 classrooms. Results show that aspects of TD vary between the learning environments, leading to various design issues for distance and remote teachers to consider. A prominent contribution is that challenges faced in the field of distance education are not solely technical in nature. While students' evaluations of technology may be quite similar, it is the interaction and perceived accessibility in the learning environment that significantly influence the learning experience. Based on the results, it is also concluded that survey could be used to strategically evaluate TD with the potential to develop remote teaching and learning practices in schools.