This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities.