It is imperative that pre-service teachers gain digital competency (DC) as a result of their education where e-learning is a central component. In this study, we aimed to describe pre-service teachers' perceived DC and e-learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e-learning platforms or in enhancing pre-service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre-service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre-service teachers in order to have them higher levels of ELS to increase the quality of their education.