This paper depicts a perceptual picture of learning analytics based on the understanding of learners and teachers at the SSU as a case study. The existing literature covers technical challenges of learning analytics (LA) and how it creates better social construct for enhanced learning support, however, there has not been adequate research on whether learners and teachers understand the significance of LA and how they can utilise it for enhancement of learning and teaching. This qualitative study helps to shape understanding of an LA initiative based on one university, but with implications for other universities. Shared stakeholders' understanding of LA with an institutional strategic priority supported by a collaborative delivery would ensure a successful implementation of LA. [For the complete proceedings, see ED579395.]