The advancement of technology has revolutionised the education sector; the effective integration of ICT in the education sector is vital for improving the teaching quality and enhancing the learning skills of students. The use of ICT resources is considered just as important in the education sector within Saudi Arabia, and all educational institutions are investing heavily in developing sound ICT resources. However, effective integration of ICT has been a significant challenge for most educational institutions. Therefore, the purpose of this dissertation is to evaluate the challenges facing effective integration of ICT in secondary schools in Saudi Arabia. To explore these challenges, this dissertation uses a qualitative case study analysis among four secondary schools in Saudi Arabia; in the study, sixteen interviews, comprising of twelve teachers and four headmasters, were conducted to obtain their perspectives about the challenges that impinge the effective integration of ICT in secondary schools. The results of this study show that both teachers and headmasters consider the role of ICT as vital in improving the quality of teaching, learning and the overall performance of schools; however, there are various barriers that can hinder the effective integration of ICT. These challenges include a lack of resources, including the limited number of ICT teachers in schools, lack of required number of computers in computer classes, slow Internet speeds, change-resistant approaches of teachers toward the use of ICT, lack of training, the stringent ICT policy formulated by the Ministry of Education and tight monitoring and control of ICT processes by the Ministry of Education. By addressing these challenges, schools can integrate ICT effectively in their educational curriculum and save both the financial and human resources that are vital for the effective and long-term integration of ICT in schools and in developing a culture of learning and teaching in schools to build educational excellence.