It has long been debated whether the Open-Book-Open-Web exam was useful and efficient as the traditional closed book exams. Some scholars and practitioners have doubted the efficiency and the possibility of cheating in the OBOW as it is not directly monitored. This paper tends to investigate the effectiveness of OBOW exams by comparing them with the traditional closed book exams to reject or confirm the possibility of cheating and efficiency. Two different exams were conducted in three high schools and in a developing country, whereas 307 students participated in it. The first exam was done during the midterm with closed books and well monitored. Then the second exam was done at the end of semester by adopting the OBOW method. Each exam was done in two phases. Phase one consisted of multiple choice questions and phase two consisted of a mini case analysis. The results obtained were compared with each other. Furthermore, a focus group chosen from the teachers and students were done in order to support the findings in addition to questionnaire that was sent by email. The results had showed that there is no difference when it comes to cheating but on the contrary, there is a difference in the quality of the learning outcome. This paper provides contribution to improving knowledge of e-learning for educational institutions developing countries. [For the full proceedings, see ED621557.]