Learning activities using Digital Storytelling are no longer foreign to preservice teachers, especially at Mulawarman University, especially in the English Language Education study program. The material on digital storytelling continues to develop with the times and is studied by pre-service teachers during learning in the Digital Literacy class. With that, researchers are interested in finding out what the experiences of pre-service teachers are like when creating Digital Storytelling, especially during their learning process, then the benefits and challenges they feel. This study uses a qualitative method. Also, the data collection technique uses a case study method with document and interview techniques. The data source for this study is preservice teachers who are currently studying in the English Department, class of 2020 at Mulawarman University. There are several research results from the experiences of pre-service teachers in creating digital storytelling. In their learning experience in creating digital storytelling, pre-service teachers feel the benefits and challenges in creating digital storytelling. Among them, pre-service teachers felt the benefits of gaining new experiences and adding to their relationships. Pre-service teachers also felt that during the making of digital storytelling their video editing skills improved and broadened their horizons. Not only that, during the process they felt their self-confidence increased as well as their English language skills. Pre-service teachers also felt that the digital storytelling method was one of the good methods to develop. In addition to the benefits above, pre-service teachers felt that there were several shortcomings when making digital storytelling, namely that they found it difficult to unite and add creative ideas to each group member. Then, the communication and coordination media which they thought were still ineffective. Then, during the making of digital storytelling they found it difficult to get time to gather to work together. Furthermore, pre-service teachers felt that the storytelling concept they learned was not as they had imagined.