The goal of this study was to analyze and interpret Palestinian university students' lived experiences while participating in emergency remote learning (ERL) during COVID-19. The study addressed the research issue with a qualitative phenomenological approach, in which 40 students from An-Najah National University were asked to write a reflection essay about their experiences. By examining how university students learnt during COVID-19, we can assist assure the success of ongoing ERL and better include similar programs in the future. The researcher employed thematic analysis in light of the five INEE emergency domains in education (Foundational standards, access and learning environment, teaching and learning, teachers and other educational personnel, and education policy). Among other categories, the study showed that access and learning environment, as well as teaching and learning domains, were the most prevalent. Online learning was a challenge for students due to the ongoing requirement for Internet connectivity; on the other hand, it supplied them with many sources of information. Students described their emergency remote learning experience as "interesting and exhausting."