This chapter explores the implementation of English as a medium of instruction (EMI) in Algerian higher education (HE), a strategic initiative by the government aimed at bolstering the international standing of Algerian universities. The chapter critically examines the multifaceted challenges and pivotal factors influencing the successful deployment of EMI. Central to this analysis are the government’s strategic frameworks and their impact on teacher training, curriculum development, and policy formulation. The role of local and national committees in overseeing EMI implementation is explored, highlighting both their advisory capacity and the constraints they face in ensuring compliance. Drawing on data from 31 participants, including teachers and students from various universities, the chapter identifies critical barriers such as insufficient English teaching resources, linguistic marginalisation, and the complexities of transitioning to an English-based curriculum. Moreover, it critiques the predominant focus on educator training at the potential expense of enhancing student English proficiency. The chapter concludes with a call for a nuanced multilingual approach to enriching Algerian HE.