The world is currently in the aftermath of the covid-19 pandemic where our lives and our society are slowly beginning to return to normal. Sweden, among many other countries, implemented regulations regarding social distancing, which had a huge impact among the institutions within Sweden's higher education system. In a short amount of time, institutions had to drastically shut down face-to-face classes and made a switch to distance learning. This thesis explores how the transformation towards distance examination affected different institutions within a Swedish University and what consequences arose during this transition. To investigate this subject, we preformed qualitative interviews with 12 directors of studies within different institutions at Umeå University. The results of our interviews showed that, while having some experiences that were similar, the impact distance learning had on examinations differed a lot among the institutions. Our findings showed that different institutions fared differently when it came to doing exams, preparing exams and dealing with the fallout of changing quickly to a different form of education.  The institutions that was most impacted by changing to distance education was the institutions that used more onsite exams and practical exams. These institutions had the most issues with controlling cheating and trying to make the exams as equal as possible. The institutions that had the best outcome generally were those that already had a lot of home exams and seminars that fitted the transition to distance education better. There were also issues with privacy and coherence in what recommendations to follow that stood out during the course of our interviews. In our study, we have identified five challenges that will bring new information to the field and help universities make a more efficient transition towards distance examinations in the future.