Since the 1990s, higher education institutions worldwide have been offering a growing number of English -medium-instruction (EMI) degree programs. This rapid globalization movement has been predominantly top down, promoted by olicymakers and university boards, and little has been reported in the way this change has affected language teaching curricula and actual classroom practices, and what challenges educators face today. This paper reports a case where an EMI program has been expanding with foreign and returnee students, but faces the issue of how to integrate the majority of home students into the system by means of reforming the English curriculum, promoting learner autonomy, and systematizing lecturers’ interdisciplinary collaboration.