Abstract
This study aims to understand tertiary students' perceptions of English-Medium Instruction (EMI) in Kazakhstan, including language practices, beliefs, and management. The study found that students perceive EMI as a way to improve their English language skills and gain access to higher education, but face challenges in understanding technical terms and the level of the teacher's English proficiency. Students manage these challenges by increasing their vocabulary and seeking out production-based learning environments. The study recommends replicating the research in other regions of Kazakhstan and with different student populations. Additionally, it suggests providing targeted activities and challenging materials to help students become more autonomous learners.