In Saudi Arabia, language teaching/learning has undergone a variety of interesting changes in the theories and applications of foreign language pedagogy, influencing the methodologies these theories and practices underlie, and the teaching/learning procedures they imply. These progressive innovations have been introduced to identify the most effective means of scaffolding foreign language learning in Arab countries. In recent years, the approach favored by applied linguists and language educators has come out to be Communicative Language Teaching (CLT). The Communicative Language Teaching has been proven to provide ample opportunities for effective foreign language learning. The elements of this approach can be incorporated into a variety of methods of delivery, course content, syllabus structure, and material types. While CLT is widely and successfully implemented in English as a native language (ENL)/ English as a Second Language (ESL) contexts, its application and success may be limited in English as Foreign Language (EFL) contexts. In EFL environments – particularly in the Saudi context – CLT encountered many impediments, which obstruct its implementation in real-life classrooms. For overcoming these impediments, many curricular innovations have been developed and implemented over the last few decades, gaining differing levels of success. Research in curricular innovations can drive practical insights to improve the learning of English in global EFL learning communities. This study provides a contour on using CLT in Saudi Arabia and how it can be activated as a curriculum innovation in college foreign language teaching and learning.