Male and female college students in Saudi Arabia study and work in a segregated (gender-based) environment. King Saud University (KSU) has 50,000 students on 3 campuses each of which is 35 kms away (Diri'ya Male-Students, Campus, Olaysha Female-Students Campus and Malaz Female-students Campus). Due to increasing student enrolment, all departments for female students are understaffed. The three campuses (Diri'ya, Olaysha and Malaz) were upgraded and are now connected through fibre optics with a LAN. The Olaysha campus, hosting women's colleges of Education, Arts, Administrative Science, Languages, and Graduate college, has installed a new videoconferencing (distance education) lab and two large-lecture halls (auditoriums). Through these, female students and instructors can attend conferences, classes, meetings, thesis defenses, workshops, and other university live events simultaneously with men. However, the videoconferencing facilities are not optimally used. This article gives a description of the infrastructure of the distance learning lab and videoconferencing halls at KSU, their setup, equipment, applications/software, capacity, hours of use per semester; how graduate and undergraduate lectures, conferences, presentations by invited speakers, graduation ceremonies are broadcast; how workshops and thesis defenses are conducted; and how interaction takes place; limitations of videoconferences; what problems are solved by the videoconferencing technology. The uses, causes of under-use, and male and female students and faculty's views on the benefits and limitations of the videoconferencing technology used, and effect of videoconferencing on student-instructor and student-student interaction are reported.