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One of the greatest minds of the 20th century Albert Einstein once said wisdom is not a product of schooling but of the lifelong attempt to acquire it (Albert Einstein Quotes). Distance Education (henceforth, DE) has emerged as an instructional delivery mode basically for higher education in the 21st century that accomplishes this dream of lifelong learning (Chowdhury & Khatun, 2013). Another objective of DE has been to provide learners with an opportunity to study regardless of geographical, socio-economic, or other constraints that is to provide openness concerning teaching and learning to all potential students (Moore & Tait, 2002). These have been seen more accurately than ever across the globe in this post-COVID-19 new normal when DE has almost replaced the regular education system at all levels of education (Kundu & Bej, 2020). Nonetheless, there are still many universities that do not provide this opportunity because it is not part of their institutional culture (Horvat, Krsmanovic, & Djuric, 2012). As DE becomes more prevalent, Countries and Institutions of Higher Education (IHE) that do not provide DE courses need to contemplate this choice to retain and inflate their student population (Nakamura, 2017). Allen & Seaman (2017) presents there has been a growing public demand for quality and accountability in DE and investigate the national quality assurance systems for it at the higher education level in Asia to contribute to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policymakers when developing and elaborating quality assurance systems for DE. To develop such constructive programs, Fidalgo, Thormann, Kulyk, et al. (2020) have rightly pointed out it is useful to assess if students are receptive to taking such courses and are prepared to do so. They must be accepting of the modes and think positively towards this shift that can help them meet their learning goals (Chow & Croxton, 2017). Perceived self-efficacy, the level of confidence someone has to perform a particular task, has been found as an important factor among teachers and students operating online learning platforms (Kundu, 2020). The studies were done in Chinese, Japanese, Indian, or South Korean contexts found almost in the same tune that participants’ attitude, perception, efficacy, etc. had a deep impact on their innovativeness, communication climate, holding strong perception towards online infrastructure, motivation, asynchronous communication, learner-learner communication or learner teachers communication and knowledge sharing (Tsai, 2017). Srivastava, Mishra, Rao, Abrol, Varma, & Bhushan (2020) after analyzing 191 articles on the Indian DE conclude over the importance of periodic systematic review in the DE system and the outcomes need to be implanted practically into the system for its betterment. They admit the shortage of empirical research on India DE and stressed its sharp need. Being grounded on this theoretical scaffolding, this study addresses Indian students’ reflections of the DE system based on first-hand information. The outcomes of this research will deliver approaches to encourage and strengthen DE in the country by taking into consideration the students’ like and dislikes, haves and haven’t, hopes and frustrations, thereby spurring the shift towards the next level of university (university of clouds) possible.