The performance of an institution to achieve its goals and objectives depends upon how well its information system is managed. This explains why UNESCO has for the past years been clamoring for the digitalization of Education Management Information Systems (EMIS). Digitalized EMIS are known for being a panacea to problems faced by educational institutions around the world nowadays, yet little or no attention is paid to it in Cameroon State Universities. The main objective of this study is therefore to explore impediments to digital EMIS in the said universities. It is a mixed study, involving questionnaire administration to 47 and interviews with 08 administrative agents randomly selected from four Cameroon State universities. While quantitative data were analyzed with the help of SPSS in a descriptive manner, qualitative data were analyzed via content analyses. The latter was done in the light of Von Bertalanffy’s Systems Theory and Kurt Lewin’s Theory of Change. Results reveal that inadequacies in the availability of digital devices, administrators’ skills as well as their perception on digital EMIS greatly affect its digitalization process in Cameroon State universities. To this effect, recommendations have been made and if implemented, they will go a long way to create a veritable paradigm-shift in the said universities.