The aim of this study was to identify students' experiences in using an authentication and authorship checking system in e-assessment. The study was carried out within the context of the TeSLA Project (an Adaptive Trust-based e-Assessment System for Learning), which was developed under a Horizon 2020 project funded by the European Commission. The TeSLA system involves several instruments such as face recognition, voice recognition, keystroke dynamics, forensic analysis, and plagiarism tools for authentication and authorship checking in e-assessment. The study was designed as a cross-sectional survey. Participants were 735 students from three universities in Spain, Bulgaria and Turkey. Students used the TeSLA system during 2018-2019 Spring Semester for their e-assessment activities in 92 undergraduate and graduate courses. Data was collected via a pre-questionnaire before the implementation of the TeSLA system in the courses and a postquestionnaire after testing the system. Descriptive statistics and one-way ANOVA Test were used for data analysis. As a result, students had different perceptions and experiences in using the TeSLA system; while some students had positive views, some of them expressed contrary opinions. The findings of the study were discussed in detail in the context of relevant literature.