This article reports the findings of a study that sought to investigate whether computer-based vs. paper-based test-delivery mode has an impact on the reliability and validity of an achievement test for a pedagogical content knowledge course in an English teacher education program. A total of 97 university students enrolled in the English as a foreign language (EFL) teacher education program were randomly assigned to the experimental group that took the computer-based achievement test online and the control group that took the same test in paper-and-pencil based format. Results of Spearman Rank order and Mann-Whitney U tests indicated that test delivery mode did not have any impact on the reliability and validity of the tests administered in either way. Findings also demonstrated that there was not any significant difference in test scores between participants who took the computer-based test and those who took the paper-based test. Findings were discussed in terms of the idea that computer technology could be integrated into the curriculum not only for instructional practices but also for assessment purposes.