A study was conducted the information and communications technology component (ICT) of the King Abdullah Public Education Development project (the Project)--part of sweeping educational reforms in Saudi Arabia at four schools in two cities. This study presents two significant shortcomings key players encountered: A lack of training and a lack of working equipment. The results also show a lack of a basic understanding among both students and teachers of how the equipment functions; a lack of mastery of ICT teaching techniques--and a lack of teacher training to bridge the gap; a lack of mastery of electronic equipment; and problems with repairs--or the timeliness of them. The findings suggest expanding decision-making authority to key players from all levels will result in the program functioning more effectively. Likewise, planning and implementation ought to involve managers, principals, and teachers and should lead to improved problem solving and even in preventing ICT problems before they occur). Initiating and maintaining two-way communication and establishing a steering committee that also includes members from all levels would give a voice to those most affected by the Project and would enable them to play a greater role in providing timely solutions.