Within the framework of the widespread adoption of English Medium Instruction (EMI), as opposed to Arabic Medium Instruction (AMI), by public and private universities in the Sultanate of Oman, there has been a long-standing debate on the impact of EMI on students’ learning outcomes and teachers’ abilities to successfully prepare learners for their future careers. Regardless of the positive affordances of EMI in the higher education context, students continuously struggle to obtain the required English language proficiency to enter the workforce or even to continue with their degree programs. To this end, this study explores the affordances and challenges of translanguaging in the Omani higher education context and investigates whether introducing AMI into the curriculum can enhance learning outcomes. To achieve this, teachers’ current translanguaging practices in undergraduate courses were investigated through focus group discussions and students’ challenges with EMI were explored through surveys to clarify the current situation and revisit the needs of Omani higher education learners. Results indicate that, across all four language subskills, students in EMI programs achieve moderate to high grades. For learners with lower levels of English proficiency, this may result in the limited uptake of content knowledge, thereby hindering overall academic achievement. Despite these challenges, the use of translanguaging strategies reportedly employed by lecturers can be seen as part of a promising pedagogical approach for facilitating teaching and learning in this EMI context. The implications of this study illustrate the need for professional development and the raising of teachers’ awareness of the strategic use of translanguaging in the classroom.