In the dynamic realm of education, assessment methodologies continuously evolve to accommodate diverse learning environments. Open book examinations (OBEs) have emerged as an alternative to traditional closed-book assessments, garnering attention for their potential to evaluate students' ability to comprehend and apply knowledge. This qualitative study delves into graduate students' attitudes towards OBEs and their academic satisfaction with this examination format. Through structured interviews and thematic analysis of 200 graduate students, the research explores factors influencing attitudes, including the reduction of rote learning, alleviation of exam-related fear, and development of source determination skills. Additionally, the study examines concerns such as academic integrity and the impact on study habits. Findings underscore the need to address challenges while leveraging OBEs' potential to promote critical thinking and real-world application of knowledge. Insights from this study inform pedagogical practices and contribute to the ongoing discourse on assessment methodologies, facilitating the design of more effective and student-cantered approaches to evaluation and learning.