Needs assessment plays a vital role in the field of instructional design. It is considered essential to determine whether instructional needs exist, and to then specify interventions appropriate for the context examined. This process involves the thoughtful analysis of the learner, the task, and the context. Despite the importance of this process, the literature appears to lack recent publications on needs assessment processes in international settings. Given the limited examination of the implementation of the needs assessment process within the context of different countries and cultures, a need exists for the development of a revised needs assessment model for use within international settings. Witkin and Altschuld (1995) have suggested a three-phase model for conducting needs assessments taking place in large organizational change and development contexts. This study attempts to describe the development and the validation process for the three-phase model that has been developed in the United States so that it may be adopted in an international context (Saudi Arabia). Using developmental research methods, the construction and validation of the model for the Saudi context occurred in three phases including: analysis, validation, and revision (Richeyand Klein, 2008). In phase one, a comprehensive overview of the literature was used as a theoretical foundation for developing the three-phase model. In phase two, formative evaluation of the model was conducted by two expert reviewers followed by an open-ended survey of practitioners and scholars in the instructional design field (N = 15). In phase three, the three-phase model was further revised and modified based on the results of the formative evaluation. Data analysis procedures followed qualitative methodologies. Triangulation of the findings from the literature review, expert review, and open-ended survey provided the validation for the three-phase model. As a result, a culturally-based model considering contextual, social, cultural, and political aspects was developed for the Saudi context. This model is proposed to enable instructional designers and developers in the Instructional Design field to better understand the local contextual and cultural factors prior to actual implementation of the needs assessment into the new country. Recommendations were given to practitioners choosing to use the culturally-based model in the Saudi context, and suggestions for future research were provided