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Remotely proctored online examinations proliferate in academic and corporate learning environments (Grajek, 2020). Remote (virtual) proctoring allows organizations to efficiently offer tests globally while reducing the costs of proctored testing generally associated with traditional paper-and-pencil and computer-based testing center examinations. Despite increased testing efficiencies and potential cost savings, numerous testing industry organizations and executives remain leery of remote proctoring. Industry leader concerns involve perceived security issues related to having examinees taking tests on personal computing devices in dormitories or other personal spaces (Alessio et al., 2017, 2018; Dawson, 2016; Grajek, 2020).This research study sought to gather the perceptions of test administrators (TAs) having experience using remotely proctored testing (RPT) solutions related to examinee identity and security issues due to cheating. The researcher developed an explanatory sequential mixed-method study to understand better the security issues related to RPT and to address the following research questions:• RQ1 – How do test administrators who have implemented remotely proctored exam solutions perceive the security of those systems related to examinee identity verification?• RQ2 – How do test administrators who have implemented remotely proctored exam solutions perceive the security of those systems related to cheating?This study was completed in two phases. Phase one consisted of a quantitative descriptive survey, with phase two containing a phenomenological qualitative study using one-to-one interviews.The findings of this study show that while most TAs agree RPT systems limit proxy testing and cheating attempts, many question if RPT is as secure as traditional testing modalities. The study found that a high level of trust (between TAs and vendors) is paramount in ensuring secure RPT solutions. In addition, the study found that the level of knowledge and competency