Adopting new technology and integrating it into foreign language (English) teaching in a conservative Muslim society (Saudi Arabia) that is resistant to change is not an easy matter. However, the Saudi government has adopted progressive initiatives to develop the education system including the introduction of Information Communication Technology (ICT) into secondary schools. This study identifies factors that influence the adoption and integration of computer-assisted language learning (CALL) in the Saudi secondary schools context. It provides a much needed window into the overt factors influencing CALL adoption and integration, such as CALL facilities, Ministry of Education support, CALL training, and the lack of specific plans and projects for CALL. It also provides insight into the covert factors that hinder the introduction of innovation, such as attitudes towards CALL and cultural barriers. Guided by the theoretical framework provided by the Diffusion of Innovation Theory, the study collected both quantitative data through surveys (n = 298) and in-depth interview data from stakeholders in English language learning, including teachers, inspectors of English, and MOE policymakers.