Abstract: The problem. This study investigates the levels and causes of anxiety associated with the Computer-based TOEFL (CBT) and the Internet-based TOEFL (iBT) in order to assist second language educators as they prepare their students to successfully participate in English-based educational systems as well as successfully perform on the TOEFL exam. Method. This quasi-experimental, within-subjects study compared and investigated the levels of anxiety created by the CBT and iBT and their sub-test sections through a survey completed by English language learners who were in the process of preparing for higher education in an English speaking environment as well as preparing to take the iBT. Results. Through the quantitative and qualitative data derived from this study, subjects expressed their levels of anxiety and corresponding perceived causes of such towards the TOEFL exams and their sub-test sections. This study highlights the need amongst second language learners for a clear understanding of what it means to learn, use, and function in a second language. It also highlights the need for the alignment of assessment practices, actual classroom teaching practices and best practices in the field of second language instruction today.