Abstract : Purpose: Virtual teaching and learning is crucial since it affords the learners to continue with their education in the Covid-19 era. However, for virtual teaching and learning to be effective there is need for supportive technological gadgets and telecommunication services. The main objective of the study is to characterize the state of technological equipment, gadgets and infrastructure support, telecommunications services in the Covid-19 induced virtual teaching in universities in Saudi Arabia. Design/Methodology/Approach: This research followed a qualitative approach as the research intended to scrutinize the understandings and perceptions of lecturers, working in Saudi Universities in the Covid-19 induced virtual teaching and learning, the researcher found the qualitative approach as the most fitting choice because it fortifies an understanding and interpretation of meaning and intentions underlying human interaction. The research conducted literature and empirical data was collected using in-depth interviews in tandem with the dictates of Seidman, (2006). Interview guide was constructed anchored on the research themes that guides the interviews. The sample size of ten (10) respondents was drawn from lecturers and administrators who were working in the Virtual teaching and learning environment at King Saudi University in Saudi Arabia. Data analysis occurred in multiple stages based on themes that answer each research question. Findings: Participants in the study identified the Blackboard system as the main platform that has been officially recognized by King Saudi C University. There are other applications like Google suite, Microsoft virtual teams and Zoom among others. Limitations: The research was carried out at the time of Covid-19 pandemic which compelled the researcher to limit the study to one research site King Saud University. This may have a limitation on the findings of the study. Practical Implications: The findings of the research reveals the interesting nuances with practical ramifications. There is need for a guideline or framework to prescribe a standard template to be used by all universities for virtual teaching and learning in Saud Arabia. Recommendations: The management of Saudi Arabian institutions must also provide professional training programs for lecturers in order to boost their digital literacy. There is a need for a general guide for the successful implementation of virtual classroom instruction at Saudi universities. This is primarily due to research findings indicating that lecturers are no longer using a standard template.