With the continuous growth in technological advancement within the country, the implementation of the digital literacy program was expected to be seamless within the education sector. However, to date, institutions of higher learning have been unable to assimilate digital learning in their content delivery comprehensively. The purpose of this study was to examine the key drivers of digital literacy implementation within private and public universities in Kenya. The specific objective of the research was to establish the effect of staff skills and competencies, ICT infrastructure, and strategic planning on the digital literacy implementation within universities in Kenya. The research was grounded on the technology diffusion theory as well as the resource-based view theory. The study used a descriptive research design. The target population for the study was made up of 40 universities within Nairobi County comprising of 12 public universities and 28-privately-run universities. The study sampled three respondents within each of the universities. The study sample size was 94 respondents. The research utilized primary data, which was collected using a structured questionnaire. The study adopted a drop and picked method in the data collection. The data was coded into SPSS 23 for analysis. The study relied on both descriptive and inferential analysis. The study obtained a response rate of 60% of the survey. The results of the indicated there 45.9% of changes in digital literacy implementation is determined by the ICT infrastructure, strategic plans, and staff skills and competencies. The research concluded that having adequate ICT infrastructure, skilled and competent staff, and effective strategic planning positively influence digital literacy implementation. The study recommends that universities should improve investment in internet connectivity, ICT infrastructure, cloud computing, strategic planning, as well as forming strategic alliances with telecommunication firms and digital learning service providers.