The present study attempts to investigate the challenges faced by Hindi-medium students as well as arts and commerce students transitioning to English-medium instruction in the higher education institutions with especial focus on the Bachelor of Computer Application (BCA) program in India. The present research focuses on two critical dimensions-language and academic discipline, in exploring their impact on the adjustment of students and student performance. A mixed-methods approach is applied for analyzing surveys that comprise more than 200 students from various BCA backgrounds to identify crucial issues and best practices for supporting smooth transitions. It appears that most challenges relate to language and technical vocabulary, along with adaptation to new learning modalities. The paper supports development of an overall structure and framework that can increase programs’ accessibility and effectiveness: through targeted language support that can enhance access to opportunities, curricular adjustments with individualized learning approaches based on needs. Recommendations include implementing bridging courses, remedial sessions, bilingual re-sources, and faculty training in multilingual pedagogy. It should present research findings on whether EMI programs, with targeted recommendations toward their improvement in terms of the inclusion and effectiveness towards various linguistic backgrounds of the students: targeted language support, bridging courses, peer-learning initiative, and faculty development through pedagogical improvements.