The aim of this research was to investigate the influence of computer-based assessment on the motivation of students toward learning science. This study was conducted on the basis of two objectives; to identify the science students’ level of motivation toward CBA and to examine the influence of computer-based assessment on students’ motivation toward science learning. The participants of this study were third-year and final-year students of the education department, of Sukkur IBA University. The sample size was determined using Morgan’s table and in total 70 participants were randomly selected for data collection. The research aligns with the positivist research philosophy and used a quantitative research approach and a correlational research design was adopted. Data were collected by using a questionnaire, adapted from Mahum, (2019), and data were analyzed using SPSS 27. Whereas, descriptive statistics (such as mean, standard deviation, and percentage) were calculated and inferential statistics were determined using Spearman’s correlations. The study found that science students have a high level of motivation toward CBA. Further, the study also revealed a moderate positive correlation between science students’ levels of motivation, perceived usefulness, computer digital self-efficacy, and goal expectancy. While there was a weak and positive correlation between science students’ level of motivation and perceived ease of use and content. Moreover, CBA has a positive influence on students’ motivation toward science learning. Further research may further explore the additional variables and contexts to examine the factors that influence students’ motivation in science learning using computer-based assessment.