The trend of introducing English Medium Instruction (EMI) in higher education has rapidly spread worldwide, with numerous universities in non-Anglophone jurisdictions offering EMI courses within various fields. Since English is globally perceived as a way of standardizing the transferred knowledge, policymakers are tempted to implement EMI as fast as possible, often without possessing adequate resources. Therefore, its stakeholders tend to report major issues such as insufficient linguistic skills or concerns regarding the quality of content comprehension. Notably, students are hardly ever consulted in regard to the EMI experience. This presentation  provides key conclusions drawn from interviews conducted in 2 focus groups involving 12 students learning content through EMI in 2 disciplines at a university located in Warsaw, the capital city of Poland. The data was collected over 3  months in 2023 through in-depth group interviews, with the discussions moderated by the researcher, who also deployed participant observation. The findings that stem from participants’ ambivalent attitudes toward learning content in English provide a composite picture of EMI in the eyes of the students. Albeit driven by internal motivators such as the belief that courses conducted in EMI boost their career prospects and allow for access to high-quality field literature, students were not able to fully enjoy every aspect of EMI due to communicative issues caused by linguistic setbacks, as well as the courses not being adapted to the needs of non-native users of English. To tackle the obstacles, students suggested a number of solutions such as regular feedback sessions, standardized entry exams, and implementing teaching strategies that enhance content comprehension. The need for including the perspective of students, whose remarks should improve the quality of education in EMI, emerges as one of the most important questions policymakers are yet to address in order to enhance EMI effectiveness.