Despite increased interest in synchronous remote K-12 education, there is limited research on how students perceive such education. This article explores student perceptions of remote education, tutor support, social presence, learning and satisfaction. A survey that practitioners could also use as a formative assessment tool was distributed. The findings showed that students were slightly positive toward synchronous remote education. Positive perceptions of tutors and to some extent, being enrolled in a smaller class correlated with student perceptions of social presence, learning and satisfaction. Some students appreciated the flexibility and quality of remote education, although many experienced technical and communication challenges. Our findings suggest that it is not sufficient only to engage teachers who are qualified in their subject; there is also a need to consider the continuous development of teaching practices and how to support and use digital technologies in remote education.