In the climate of Internationalization, English medium instruction (EMI) studies have been conducted to reveal the pros and cons of the programs. Alternatively, the current study takes on socio-educational views for a closer look at students and teachers in a domestic context through their accounts of their EMI experiences. Three college juniors and three teachers involved in EMI programs were invited to take part in semi-structured interviews. With Gardner’s socio-educational model of L2 learning and Vygotsky’s socio-cultural theory in view, content analysis of the data was employed. Three major themes emerged: Interaction, Attitudes toward Learning Context (ALC), and Learners’ Motivation. First, the concept of Interaction was shown in the participants’ desire for learning and teaching in the program. Second, the participants’ attitudes toward the learning context were both positive and negative. The most prominent attitude is concerning teaching quality. The last theme is the learners’ motivation which is closely tied to the students’ interest in and perceived value of the EMI programs. This motivational theme is reflected in how the teachers were challenged in dealing with the diversity of students’ motivation and English proficiency. Accordingly, future development of EMI programs may focus on EMI teacher training and enhanced resource allocation.