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In the 21st century, complex problem-solving (CPS) serves as a key indicator of educational achievement. However, the elements of successful CPS have not yet been fully explored. This study investigates the role of strategic exploration and different problem-solving and test-taking behaviors in CPS success, using logfile data to visualize and quantify students’ problemsolving behavior on 10 CPS problems with different characteristics and levels of difficulty. Additionally, in the present study, we go beyond the limits of most studies that focus on students’ problem-solving behavior pattern analyses in European cultures and education systems to examine Arabic students’ CPS behavior. The results show that computer-based assessments of CPS are feasible and valid in Jordanian higher education. The findings also confirm the structural validity of CPS, indicating that the processes of knowledge acquisition (KAC) and knowledge application (KAP) can be distinguished and separated in the problem-solving process. Large differences were identified in students’ test-taking behavior in terms of the efficacy of their exploration strategy. We identified four latent classes based on the students’ exploration strategy behavior. The study thus leads to a better understanding of how students solve problems and behave during the problem-solving process in uncertain situations.