An Antipodean Case of South and Southeast Asian Students’ Reflections on the Realities of Real English in an EMI Course

English has been perceived and practiced as an international language for over a century now. It has been adopted as a medium of instruction in many parts of the world, including the Asia–Pacific. The internationalization of higher education has increased student mobility significantly over the last decades with major destinations being English-speaking countries and regions, as well as institutions where English serves as a medium of instruction. In Australia, there are increasing numbers of international students coming from South and Southeast Asia, and the ASEAN membership countries. In this chapter, we present a case study from an English as an International Language (EIL) course in an Australian university conducted in a hybrid mode of on-campus and online interactions in EMI. There is a considerable percentage of South and Southeast Asian students or heritage students, e.g., second generation students of South and Southeast Asian migrant families in Australia, enrolled in this course over the last decade. One of the topics within this course is about understanding the realities of real English from an EIL perspective. For this chapter, we adopt online discussion forums on this topic as the data, and focus on the perceptions and reflections selected from the students of South and Southeast Asian backgrounds regarding their experiences of the realities of real English. We also explore the implications of the findings for EMI in the Asia–Pacific and beyond.