The experiences of undergraduate students in English-medium instruction (EMI) in Vietnam provide invaluable information for the development of evidence-based policy and practice. This chapter reports a study at two public universities in Vietnam, undertaken through focus group interviews with 14 undergraduate students in their 3rd or 4th year of EMI programs in various disciplines. Students were invited to provide their experiences of the implementation of EMI policies and curricula and of learning through EMI. They identified both positive and negative experiences, and the various strategies they and their teachers used to counter the negatives. They also spontaneously discussed the role of the first language in EMI practices, and made suggestions for improvements to the EMI offerings they had enrolled in. Analysis of the data locates the EMI students at the intersection of policy, curriculum and pedagogy, simultaneously highlighting their own agency and that of their teachers in co-constructing policy implementation on the ground. The analysis indicates the broad scope and impact of agency in students' experience of EMI and shows the close relationship between institutional decisions and the role of teachers and learners as agents in regard to moving forward with EMI. [For the complete volume, "English Medium Instruction Practices in Vietnamese Universities: Institutional, Practitioner and Student Perspectives. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 68," see ED675930.]