Innovation in Language Learning

University education plays a crucial role in shaping students’ futures. However, the transition from high school to university-level English education is globally recognized as challenging. In Saudi Arabia, the transition from secondary to higher education presents significant challenges, particularly in English language proficiency, affecting academic performance and career prospects (Al-Rashaidan & Al-Thwaini, 2021; Khoshaim et al., 2018). This study explores factors contributing to this transition gap and proposes strategies to bridge this gap with proposed strategies for students. Using a mixed-method design, this study employs quantitative and qualitative methods to gather insights from high school teachers, university English teachers, and students. The sample includes 20 purposively selected teachers from high schools and universities for interviews, alongside 100 university students surveyed across two Saudi universities. Data collection involves surveys and interviews, with analysis focusing on descriptive statistics, ANOVA for attitude differences, and thematic content analysis for qualitative insights. The triangulation of sample responses provide cross authentication and identify disparities among responses which verifies the critical need for improved school-university collaboration to better prepare students for the university education and language proficiencies (Alhamid, 2020).By addressing identified challenges, this research proposes strategies to optimize English language education, preparing students more effectively for university-level demands and future career success in a globalized context.