Blended/hybrid learning, a combination of face to face and online learning to deliver instruction, is growing in popularity at institutions of higher education, and may lead to many benefits for students, faculty, and administrators. However, the implementation of blended learning (BL) is a complex process. Although the move towards BL adoption is generally accepted by faculty, questions still remain when it comes to adopting and implementing standards across institutions. Given this problem, this integrative literature review was conducted to identify possible factors that impact the process of implementing BL smoothly and successfully at higher education institutions. The purpose of this study was to identify related institutional factors from empirical studies published from 2000 to 2020. Findings from this study may offer institutions a guide to effectively create, execute, and assess BL programs and courses. The study provides recommendations that may be impactful for decision-makers at Saudi higher education institutions.