Employing critical discourse analysis (CDA), this study explores two discourses in the Saudi context: The Saudi Vision 2030 (SV2030) document (2016), an overview of the strategic framework advanced by the Saudi government for economic and societal prosperity, and a set of statements from the English departments of various Saudi universities. The aim is to uncover the role of English language teaching (ELT) and English as a global language (EGL) in delivering the SV2030. This analysis demonstrates areas of agreement between the two sets of discourses regarding the role of English. The early implementation of English in schools is uncovered in both discourses. Although SV2030 refers to and depends on different international contexts, it makes no explicit reference to EGL. Nevertheless, EGL is observable in some SV2030 events such as international summits, which could contribute to new language policies in Saudi Arabia. Moves towards a knowledge-based economy are apparent in the discourses of SV2030 and of English departments, in which English departments aim to link their ELT outcomes with the labour market and in line with specific aspects of SV2030 in particular.