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This paper reports on the design, development,and evaluation of an online e-learning tutorial system toinstruct pre-service special educators in Malay braille code.The technological pedagogical content knowledge frame-work (TPACK) was employed to integrate expertise incontent, pedagogy, and technology to design and developthis system. A directive, automated e-learning architecturewas created from applying the principles of TPACK.Evaluation of the system was carried out using a multi-stepevaluation framework. Seventy seven pre-service specialeducators at a university in northern Malaysia learnt braillethrough this system and evaluated the system using a sur-vey instrument. The findings showed that the learners weresatisfied and confident of using the system, and the systemwas also well accepted in terms of perceived usefulnessand ease of use. In terms of design, features that applymastery learning, extrinsic motivation, practice-feedbackin direct instruction, and clarity of graphical interface werethe most highly rated. Content-based features, ease of useand perceived usefulness together, explain 65 % of thevariance in learner satisfaction. Content- and pedagogy-based design features together significantly predictedlearner confidence. The findings indicated that the system(http://ekodbraille.ses.usm.my) is viable to support inde-pendent braille code instruction online. This work alsosuggested that TPACK can be a powerful framework for e-learning systems development. The design steps describedin this paper also serve as a prescriptive template for futuredesigners attempting to use TPACK for design purposes