The aim of the article is to determine the need of distance learning in teachers training and to determine associated with this expectations, inspirations and difficulties concerning educational process, as well as evaluation of innovative methods of teaching used in this process and the level of the competitiveness of professional capital of teachers-graduates of this form of education. Highlighting the factors affecting the Polish market of electronic educational services for teachers was primarily based on legal acts and auditory research conducted by the authors, which was covered by a group of teachers professionally active, who complement thus far obtained qualifications. According to phenomenological methodology, the research in this article has a qualitative character. Analysis of documents, literature and empirical material leads to the conclusion that the Polish educational system is not fully adapted to conduct teachers training in the form of distance learning. Despite discernible benefits and educational opportunities inherent in this form of teaching, the majority of respondents defined as the proponents of formal education or blended learning. Evaluation expressed in this regard does not depend neither on sex, age, professional experience nor from the place of residence of the respondent. As high should be considered the level of motivation of respondents to participate in the permanent education of teachers, which seems to prove of the intellectual mobility of this professional group.