This article is the result of the pilot study of my PhD research project. It explores the views of the school principal, teachers, ethnic students and ethnic parents regarding the need and use of English as a medium of instruction and the classroom practices of using English in a public school in Nepal. Nepal is a multilingual and multicultural country with diverse geo-biological landscape. However, public schools in Nepal have been adopting English medium instruction as a new linguistic market in education, challenging the mother tongue based multilingual education policy of the government. This paradigm shift from Nepali as a medium of instruction (NMI) to English as a medium of instruction (EMI) has raised controversy in the education system of Nepal. As this study found, there has been a growing demand of parents for EMI viewing English as a linguistic capital in the global socio-economic market and they have taken it as an economic investment in education. However, there seems a noticeable gap between the true spirit of EMI policy and actual classroom practice in public school education. Teachers were found to have been using bi-/trilingual language policy in the classroom neglecting the spirit of EMI. Public schools in Nepal need to adopt EMI only after wider discussion with all the stakeholders so that there could be well preparation with prerequisites for the effective implementation of EMI in the classroom contexts.