During the COVID-19 pandemic, schools all over the globe had to move from traditional teaching to electronic instruction. Until the abrupt eruption of COVID-19, all universities in Ghana were adopting a face-to-face mode of teaching. Three hundred and fifteen pre-service teachers who studied online during the pandemic were randomly selected for this inquiry. The goal of this inquiry was to examine pre-service teachers' perspectives on electronic educational management system experiences during the COVID-19 epidemic. Descriptive statistics and inferential statistics were adopted to compute the data. The results showed that the online learning system was simple, provided instructional quality, and improved user satisfaction. Further analysis revealed that system quality, instructional quality, and ease of use contributed substantially to pre-service teachers' satisfaction with the digital instructional system. Furthermore, the results indicated that system quality, instructional quality, ease of use, and learner satisfaction added substantially to learners' real use of the electronic instructional system. Yet, information quality and interaction quality did not contribute substantially to the actual use of the digital instructional system. This inquiry contributed to the current discourse on students' electronic instructional system usage for learning during the COVID-19 pandemic in developing countries.