important concern in many countries. Recently, Saudi Ministry of  higher Education has also done great efforts and major financial investments to implement ICT into teaching and learning environments at Saudi university. However, as in many developing countries, teachers have many issue regarding using ICT. This paper explores the significant factors that inhibit their use of ICT in the classroom the in Saudi Arabia       Method: A mixed methods approach (sequential explanatory design) included a questionnaire that was subsequently an interview. The former was applied to 84 participants and the latter included 5 interviewees from Prince Sattam Bin Abdulaziz University in Saudi Arabia   Results: This paper presents the major challenges and obstacles faced by faculty members including lack of training programs for the use of ICT, inadequate training time, inadequate technical infrastructure, lack of technical support services and, lack of educational programs. In addition, they have challenges related to the college environment including an absence of a reward system for encouraging use of ICT and no further plans to introduce ICT in Collage.   Conclusion: The educational benefits of ICT are well documented in their ability to make teaching and learning more effective.  However, successfully integrate technology in classroom by university teachers that  need to develop new frameworks that will facilitate greater ICT usage.  For example: increasing professional development and offering more encouragement towards using ICT and. Also,  more research is needed to determine the most effective way to enable university teachers to make better use of ICT in the classroom.