The COVID-19 pandemic precipitated a global shift in higher education toward remote learning, prompting diverse adaptations to ensure continuity in student education. This transition was particularly impactful in Sri Lanka, where the tri-forces' student officers, crucial for national defense, underwent remote postgraduate studies. This study investigates the challenges, perceptions, and proposed strategies of these officers pursuing the PSC (Master’s degree at Defence Services Command and Staff College) during the pandemic. Grounded in Anderson's Theory and Practice of Online Learning, the research employed a descriptive cross-sectional design, surveying 30 male student officers via an online questionnaire. Results indicate a generally positive reception of remote learning, with 61.9% expressing satisfaction, despite encountering technical barriers, limited peer interaction, motivation issues, and content comprehension difficulties. While 52.4% reported moderate engagement levels, 66.7% acknowledged satisfactory lecturer support. The study suggests enhancing infrastructure, fostering interactive learning environments, and improving teacher-student interaction to mitigate challenges and bolster remote learning effectiveness. Notably, 85.7% of respondents advocate for hybrid learning, blending online and traditional methods. However, limitations include a small, male-only sample, limiting generalizability, and neglecting perspectives of officers with lower IT and English proficiency. Recommendations include policy interventions to enhance teacher-student interaction, promote engagement, and optimize remote learning quality, recognizing its pivotal role in future higher education. This study contributes insights into the challenges and prospects of remote learning in a unique military educational context, informing strategies for its effective implementation amidst crises and beyond.