This chapter has demonstrated that its introduction into the Saudi educational system more than 70 years ago. English has continued to be seen as an essential vehicle for personal and national growth. It has also made, despite the well-formed ELT structure and curriculum, the achievement level of learners is unsatisfactory. Although the curriculum has been continually revised over the years, this process has not been fast enough. Ever-changing developments in the field of second-language acquisition require prompt modification of the EFL curriculum. Overall, the English proficiency level in Saudi Arabia is expected to remain at its current level unless all relevant factors are taken into consideration. School environments must be improved, more emphasis should be placed on teaching methods in teacher preparation programs, there must be timely reform of the EFL curriculum, and student motivation and attitude must be facilitated. Positive results are anticipated in student proficiency levels and the competency of English teachers with the implementation of these measures.