This chapter explores the perspectives of English Medium Instruction (EMI) lecturers, Intensive English Programme (IEP) instructors, and EMI students on teaching and learning academic subjects in English. Using a multiple case study design, the study draws on in-depth interviews with twelve participants from a state university in Türkiye. The findings reveal a consensus between EMI lecturers and IEP instructors on EMI’s motivational role before and after graduation. All three stakeholder groups agree that students’ English proficiency does not improve sufficiently during EMI education. Participants recommend that the department regularly provide ESP courses throughout students’ EMI education. Student interviews highlight an intriguing paradox: although well-prepared within the IEP education, students do not perceive progress in their speaking skills due to the absence or limited content of departmental courses that could enhance their existing language knowledge.