Algeria has been adjusting its language policy to meet the world’s requirements and advances. Indeed, it started investigating the status of English in the country in 2022, and it instigated major changes in higher education in the 2022–2023 academic year. This article focuses on the last correspondence from the Ministry of Higher Education and Scientific Research, mainly n° 1433 (28/09/2022) and n° 1651 (05/11/2022), advocating the necessity of encouraging subject-matter teachers (SMTs) to study English for later use in teaching their majors during the 2023–2024 academic year. Therefore, Tebessa University Chancellor installed the English Language Teaching Enhancement Committee (ELTEC) to monitor such training, and being members, we found it convenient to shed light upon teaching English to SMTs who come from different specialisations and variegated regions by identifying their needs (gaps and wants) and their perspectives toward the training and the implementation of EMI. Accordingly, a questionnaire has been administered to 387 teachers who have already registered in the training, but only 102 responded. The results evince the sample’s acknowledgement of the role of English in international collaborations and global communications, though they still struggle with grammar and speaking skills. Besides, the sample SMTs report cultural and linguistic hurdles associated with EMI implementation. Moreover, findings underscore the importance of needs analysis in EMI course design. Finally, the study contributes to the effective adoption of EMI in non-Anglophone contexts by providing important insights into the prospects and challenges of EMI in Algeria.