Despite the growth of distance education, there is a lack of training for professionals to develop teaching activities with the support of new technologies. Thinking about promoting a positive experience of teaching and learning at a distance through the tools available on the Moodle platform and, considering the importance of the tutor in this process, a course was prepared for the training of distance tutors, using the Moodle platform. This research consists of the analysis of the students' perception about the course, as one of the aspects for evaluating it, quantitatively and qualitatively, in its two offers, in 2019 and 2020. In the first edition of the course there were 14 (fourteen) graduating students and, in the second edition, there were 08 (eight), totaling twenty-two two (n = 22). For quantitative data, a self-assessment and course assessment questionnaire was used in the two editions of the course, consisting of five dimensions: 1) Self-assessment; 2) Quality of the interface; 3) Course content / didactic material / media used; 4) Mentoring evaluation; 5) Compliance with the course objectives. The same was answered by the participants in the virtual environment of the course, using an interval scale from 1 to 5 of the Likert type. For qualitative data, students' notes were used in the Diary tool, present in the two editions of the course; the open field of the 2nd online questionnaire. edition and the transcribed text of a focus group carried out with 6 course participants, after the completion of the first edition. For analysis of qualitative data, the NVIVO® software was used, with which 9 categories were built. The quantitative analysis indicated that the perception of the Training Course for Tutors by the participants was positive, in all dimensions. The strengths of the course seemed to be related to the performance of tutoring and didactic material, the time devoted to the elaboration of tasks being considered as one of the weaknesses. Through the qualitative analysis, the comments were also satisfactory and more references were made regarding the fulfillment of the course objectives and the difficulties, criticisms and suggestions. Have participated in the course added experiences that add to the image and expectation that a teacher has for distance education. Considering that the course was intended to guide participants in relation to the role of a tutor in distance education, the vast majority of participants considered themselves able, at the end of the course, to act as a tutor in distance courses, in topics of their own domain. More studies are needed in relation to distance education and the role of the tutor, so that they bring reflections on this theme, so necessary to guarantee the quality of distance education and to contribute to the greater recognition of this professional.