<p>This study investigates the perspectives of university students regarding the English Exit Exam at Thai universities through the incorporation of a self-efficacy, assessment literacy, and institutional support framework. The mix-method approach was employed; quantitative data was collected from 385 university students through the snowball method to respond to the online questionnaire in this study. Ten university students in this cohort volunteered to be interviewees through semi-structured interviews. The results indicated that university students possess moderate to high levels of self-efficacy. Institutional support and assessment literacy are moderate. Pearson correlation analysis revealed a strong positive relationship among these three domains with the highest correlation between assessment literacy and institutional support. The high level of strong performance across all domains is exemplified by the comparison among female students, high academic year students, and those who have high English Entry Exam scores. Qualitative findings highlighted that university students are satisfied with the institutional support provided to help them prepare for the English Exit Exam and believe that their current curriculum is in alignment with the exam. Nevertheless, the English Exit Exam's ongoing support system requires enhancement. The results indicate that the integration support from institutions, particularly the English Exit Exam guidance, resource accessibility, and motivation to implement the concrete method for the students are all significant factors.</p>