This study investigated the prospects and challenges of Computer-Based Testing (CBT) in tertiary institutions in North-Eastern Nigeria, focusing on perceived assessment benefits, infrastructural difficulties, CBT-related anxiety and usability concerns, logistical constraints, and differences by institutional ownership and secondary-school locality. A quantitative descriptive survey design was employed. Data were obtained from400 undergraduate students selected fromfour tertiary institutions comprising two Federal and two State-owned institutions. The Prospects and Challenges of Computer-Based Testing Questionnaire (PCCBTQ) contained 13 four-point Likert-type indicators. Because the indicators represent heterogeneous operational experiences rather than interchangeable manifestations of a single latent construct, item-level descriptive statistics were treated as the primary evidence, while composite indices were used only as exploratory summaries. Respondents strongly endorsed the prospects of CBT, with the highest rating for faster processing and release of results (M=3.70, SD = 0.458). Other highly rated prospects included question randomization and examination integrity (M= 3.64), reduction of missing scripts (M=3.60), reduced examiner bias (M= 3.59), and digital-skill enhancement (M= 3.40). Major challenges included lack of mock/orientation sessions (M=3.33), unstable power supply (M= 3.22), hardware difficulties (M= 3.04), timer-related concern (M=2.98), mouse/interface difficulty (M= 2.94), and network latency (M= 2.83). Infrastructure challenges were strongly associated with CBT-related anxiety (Pearson r = .766, p < .001; Spearman ρ = .755, p <.001). No significant Federal-State difference was observed in infrastructure challenges, t (398)=0.003, p = .998, and no significant urban-rural differences were found in anxiety or disruption indicators. The study concludes that students generally perceive CBT positively, but implementation is constrained by systemic infrastructure and administrative conditions. It recommends mandatory mock CBT sessions, resilient power backup, regular hardware maintenance, network contingency measures, and improved examination scheduling. Keywords: computer-based testing; tertiary education; infrastructural challenges; computer anxiety; examination logistics; digital assessment; North-Eastern Nigeria.