This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students’ preferences) towards e-learning instruction as distance education was administered to 157 students enrolled in various distance education programs at Fatih University, in Turkey. The study findings indicated that students’ cognitive style of field dependence was correlated with their attitudes and preferences for students’ roles in e-learning for distance education. Other factors such as a previous background in e-learning, including gender, educational level, use of social networks, and e-learning tools, and preferences for instructional variables and assessment in distance learning processes were also used. Finally, technological, motivational, and instructional-learning variables in learner interface design (LID) for e-learning instruction were correlated with students’ learning outcomes, attitudes, perceptions and preferences in learner interface design (LID) and attitudes toward e-learning instruction. At the end of the study, research questions were tested and instructional variables for distance education were indicated in tables. The findings were then assessed to see if they supported previous research or not and considered to future expectations for distance education and learner interface design (LID) procedures with field dependence learners.