Abstract
his article explores the key challenges associated with the implementation of English-Medium Instruction (EMI) in Kazakhstani universities. While EMI has gained institutional support and is seen as a tool for internationalization, its practical implementation reveals a set of persistent barriers. Drawing on empirical data collected from faculty and students at five universities, the paper highlights issues such as limited proficiency in English, insufficient academic preparation, lack of pedagogical support, and the misalignment between policy ambitions and actual classroom practices. The findings show that many instructors are not adequately prepared to teach in English and often lack sufficient professional training and methodological resources. Students, in turn, report difficulties in understanding subject content and participating in academic discussions. These obstacles reduce the effectiveness of EMI and hinder the achievement of its stated objectives. The authors argue that more flexible institutional strategies, teacher professional development programs, and student-centered planning are required to adapt EMI practices to local educational needs. Practical recommendations are offered to address the gap between global aspirations and national realities