This study explores the multifaceted experiences and perspectives of teachers, students, and parents regarding the implementation of English medium instruction (EMI) in community schools in Nepal. Utilising a qualitative case study research design, semistructured interviews were conducted with key stakeholders to uncover the challenges and benefits associated with EMI. The findings reveal a range of strategies employed by teachers to enhance EMI effectiveness, including the use of visual aids and bilingual resources, while highlighting significant socio-economic disparities in access and outcomes. My study also underscores the crucial role of teacher preparedness and parental involvement in fostering successful EMI environments. Additionally, the research addresses the cultural implications of EMI, particularly the tension between promoting English proficiency and preserving local languages and cultural identities. These insights contribute to a deeper understanding of the complexities surrounding EMI in developing contexts and offer valuable recommendations for policymakers and educators aiming to optimise educational practices.