This study examined Computer-Based Testing (CBT): A Paradigm Shift in Examination Administration in Nigerian Post-Schools; focusing on academic performance, students’ perceptions, and resource availability. A survey design with descriptive statistics guided the study and its analysis. The population consisted of 3,000 students and 350 staff across three secondary schools in Bwari and Garam. Using purposive and random (blind balloting) sampling, 150 students and 150 staff were selected. Three hypotheses were tested at the 0.05 level of significance. Logistic regression results with Intercept (1.299, p 0 led to the rejection of Ho1, showing a significant difference in academic performance between students assessed through CBT and those using paper-based tests (PBT). Chi-square tests also rejected Ho2 and Ho3, indicating significant differences in students’ perceptions of transitioning from PBT to CBT, and a significant relationship between available resources and CBT requirements. The findings suggest that while students generally favour CBT, its successful implementation depends on adequate ICT infrastructure, reliable electricity, and technical support. Based on this outcome, therefore, the study concludes that CBT adoption in Nigerian post-schools is feasible but requires improved resource provision, staff capacity development, and student preparedness. It recommends gradual adoption, continuous sensitisation, and investment by government and school owners in ICT facilities and staff development to strengthen examination administration in WAEC/NECO