The purpose of this study was to investigate teachers experience of distance education and how it´s conditions was enabling or limiting in their planning and implementation of PE. Also to which extent the areas of knowledge within the curriculum is possible to implement in distance education of PE. The method of this study was qualitative interviews with five upper secondary school teachers who had been conducting distance eduaction of PE during spring of 2020. The theoretical framwork used in this study was Dahlöfs and Lundgrens frame factor theory which is conceptualized with inspiration from Bernsteins concept of framing and classification. Frame factor theory can help to understand teachers experiences of what frames in distance education of PE are enabling or limiting for the planning and implementation of the subject. The results shows that teachers experienced limitation in communication and foremost their ability to give pupils direct feedback. Home enviroment provided pupils with security which enabled them to speak and perform without being judged by other pupils. Teachers also experienced limitation in their ability to plan for a variaty of activites and that the tasks given to the pupils had to be of individual character. The teachers also experienced pupils having larger influence of which activities to do during the lessons to complete the task given to them in distance education compared to traditional education.