Controversy about whether English for General Purposes (EGP) or English for Specific Purposes (ESP) should be taught at university courses has attracted the attention of language teachers and researchers in Mexican higher education during the last decade. However, moving towards ESP remains a complex task since EFL instructors and authorities are challenged to match what students need and want with the development of innovative pedagogical proposals. Therefore, this paper explored the English learning needs and perceptions of the 2014 cohort at a regional campus that is part of a public university in Mexico and how a group of EFL teachers worked with them. Both qualitative and quantitative data were collected using a mixed-method sequential approach. This needs analysis was developed in three stages over two years. During this time, needs were identified and Task-Based Language Teaching (TBLT) within the ESP teaching approach was adopted and implemented. The perceptions of 191 students were assessed through a questionnaire applied after the completion of four EFL classes. The results showed that students' perceptions were, overall, positive regarding their experiences in their EFL classes. This suggests that the approach used was useful, and the materials were appropriate to support their learning.