This study examines the feasibility of implementing essay-based Computer-Based Testing (CBT) at Federal Polytechnic Nasarawa (FPN), Nigeria. Through a mixed-methods approach—including surveys (n=212 undergraduates), stakeholder interviews, and a simulated CBT pilot—the investigation identified infrastructural limitations, typing proficiency gaps, and AI grading challenges as critical barriers. Results indicate 94% of students had prior MCQ-CBT experience, but only 7.1% demonstrated exam-ready typing speeds (37-45 WPM). The pilot revealed 88% plagiarism rates in uncontrolled environments and significant scoring variability (SD=5.28). Recommendations include phased hybrid implementation, Nigerian-English calibrated AI rubrics, and mandatory typing literacy programs. Findings offer actionable solutions for Nigeria’s national transition to CBT by 2026.