This chapter documents the design and implementation of English-Medium Instruction (EMI) faculty development programs at two Latin American universities in Colombia and Honduras through a systematically structured theoretical framework. The analysis reveals the growing momentum of EMI implementation in the region and highlights the critical need for systematic, theoretically-grounded approaches to faculty preparation. The four-component theoretical framework integrates context-sensitive insights from educational psychology, applied linguistics, and intercultural education, providing robust foundations for understanding how EMI faculty learning unfolds through social interaction, critical reflection, and culturally responsive practice. The framework’s emphasis on collaborative learning communities, transformative reflection and critical inquiry, integrated content-language-culture pedagogy, and intercultural competence reflects the understanding that effective EMI faculty development must address not only the technical aspects of EMI but also the social, cultural, and reflective dimensions necessary for sustained pedagogical transformation. A resulting three-phase cyclical model—Planning & Preparation, Implementation & Reflection, and Follow-up & Monitoring—is developed from the finding that EMI competence develops through iterative reflection and refinement. The chapter concludes with recommendations for developing context-sensitive, sustainable EMI faculty development programs that honor linguistic diversity while promoting pedagogical innovation and intercultural competence across diverse institutional settings in Latin America and beyond.