Sustaining success in higher education within an ever-changing landscape largely depends on academics' motivation to cope with it. Essentially, this study aims to explore the interpersonal and contextual factors that govern the introduction of blended learning in a Saudi context. A collective case study approach was employed with Self- determination theory (SDT) as a theoretical framework. Findings of this study discuss concerns associated with promoting autonomy-supportive environment in Saudi higher education. It concludes that change management strategies have to play a more open role in unleashing the lecturers' creativity on adopting innovative technologies and in teaching strategies and thereby creating a meaningful blended learning environment.