Abstract: Technology enhanced learning adoption tends to be more advanced in the West than in the Arab world, limiting such cultural radiation in Arab nations, with limited literature relating to the Arab world’s adoption of blended learning.This paper considers these issues in respect of countries suffering similar problems such as Egypt, United Arab Emirates (UAE), and the kingdom of Jordan, compared to advanced countries in this field such as Sweden, the United Kingdom (UK) and the united States of America (USA) in order to identify the elements that contribute to an effective ICT infrastructure in higher education, by presenting real-world examples, framed against the background of the literature regarding contemporary implementation of e-learning ICT infrastructure in Saudi Arabia.This case contributes useful information to policy makers in the higher education sectors of the Kingdom of Saudi Arabia who are looking for solutions as they embrace a blended approach to learning.