Abstract
Several studies have discussed the potential of reforming the Saudi educational system and how to appropriately face and deal with challenges that may hinder this reform in line with Vision 2030. While some studies highlighted factors that can boost this transformation, most reviewed studies proposed futuristic plans of how educational reform can take place in line with Vision 2030. Given that Vision 2030 was just announced around three years ago, and because no clear or accurate indications of its educational paradigm and/or application have yet been made, studies that investigated the Vision's educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal study is an attempt to investigate English language teachers' perceptions of and attitudes about the Vision and whether they have experienced any remarkable educational changes in their own behaviour and teaching practices. The study was conducted with 15 female master's teacher students, with whom two phases of interviews were carried out. The study highlights some educational reform challenges that have or may act as barriers to the achievement of the Vision's goals with regard to English language instruction and the incorporation of technology.