345 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 19 DOI: 10.4018/978-1-5225-3873-8.ch019 ABSTRACT Since the school year of 2014-2015, the learning management system, Classera, has been implemented in many K-12 schools in Saudi Arabia with the aim of improving teaching and learning. In this study, an online survey was used to collect data to explore Saudi Arabia private and public school teacher diferences in experiences with the use of Classera, and their satisfaction levels, perceived benefts, and perceived challenges in using Classera. The fndings from this study have implications for the further implementation and adoption of Classera in the educational system in Saudi Arabia. INTRODUCTION There is a claim that private schools do a better job of educating their students than public schools based on the student achievement (Lubienski & Lubienski, 2005). Also, it has been argued that private schools are more successful in retaining the best teachers and in developing their teaching skills (Ballou & Pod- gursky, 1998). Indeed, the source of funding is the major difference between private and public schools in Saudi Arabia. Ali, Ghani and Ali (2011) defined the private school as “a school under financial and managerial control of a private or charitable trust accepting mostly fee paying students” (p.163). Thus, private schools rely on the tuition from their students while public schools receive government funding. Comparing Teacher Experiences Using a Learning Management System in K-12 Schools in Saudi Arabia Ayshah Alahmari Illinois State University, USA Lydia Kyei-Blankson Illinois State University, USA