This descriptive study, which adopts a mixed-methods approach, investigates whether the language learning component of the distance education program at a vocational school of higher education contributes to the students' lifelong learning propensities, 21st-century skills and sustainability of their language education. A questionnaire eliciting answers from four standpoints were administered to students receiving English language instruction in the program. As for the qualitative side of the study, group interviews were held with volunteers. The quantitative data were analyzed by a statistical program while the interview data were subjected to content analysis. The findings reveal that although the students have a positive attitude toward language learning in a distance education program, they frequently refer to the need for the presence of a teacher for a variety of reasons. On the other hand, it appears that the requirements of the language component of the program contributed to the students' plans for sustainability of their education after graduation. The results further indicate a need for more interaction and collaboration to be incorporated in the activities and that the philosophy underpinning the program, curriculum and materials need to be reconsidered to equip the students to compete with the dynamics of the educational world.