The purpose of this Masters thesis is to investigate how a group of academic librarians perceive distance learners as a user group. We have in our study been influenced by phenomenography, which is both a set of theoretical assumptions and a methodology. The theoretical frame of reference consists of Carol Kuhlthaus different levels of education and Michael Buckland´s information barriers. Using a qualitative method consisting of nine interviews with academic librarians and structural factor such as academic library policies, we have been able to conduct our study. The results of the study are presented in grouped categories of quotations that reflect various perceptions. The results of the analysis show that distance learners are perceived as a heterogeneous group living either in a sparsely populated area or in a larger city. The academic librarians have different perceptions of distance learners needs, their knowledge of computers, their study habits and their service demand. In their pedagogical role, several of the academic librarians implement a user perspective and they perceive their role as very important. Concerning Kuhlthaus levels of education we have found that the lecturer is the pedagogical role that most of our informants fulfil. According to the recorded library policies, distance learners are entitled to the same service as students on campus. This is something, however, that does not completely correspond to our informants perceptions. Some informants agree, while others claim that they will never be able to achieve this since distant learners have different conditions compared to students on campus. Another perception is that the distance learners always get more service since they are always treated different to campus students.