The current research aimed at specifying the most significant obstacles of implementing Distance Education and Alternative Evaluation that face teaching staff members as well as students of the Faculty of Specific Education, Zagazig University. For the study aim, four Questionnaires (two for staff members, and two for students) were built to identify the obstacles in both Distance Education and Alternative Evaluation, and were administered to (120) of faculty staff members, and (761) students. Means and standard deviations of the responses were calculated and sorted in a descending order, as responses with the highest means representing the most significant obstacles facing staff members and students in practicing Distant Education. Results revealed that there are some obstacles relating to the Infrastructure, as well as Educational Platforms whether synchronous or asynchronous. Results also revealed there are obstacles in implementing Alternative Evaluation strategies relating to infrastructure and Alternative Evaluation features. The researchers used T-Test to identify the differences between the obstacles from the point of view of staff members and students in Distant Education as well as in Alternative Evaluation, and the results revealed no differences regarding the obstacles. In light of the results, the researchers have developed a suggested proposal to overcome the obstacles that hinder the Implementation of Distance Education and Alternative Evaluation.