A wide range of English for academic purposes (EAP) programs are offered in British Columbia and across Canada. Understanding the advantages and disadvantages of an English for general academic purposes (EGAP) approach can provide important insights into how students might most benefit from their EAP program experiences. The insights in this article are based on a review of the literature related to EGAP in the Canadian context, with nine key sources informing an argument in favour of the general academic and holistic benefits that are often the focus of EGAP programs. It argues that that the benefits provided by discipline-specific input, terminology, and tasks characteristic of an English for specific academic purposes (ESAP) approach, while useful, should not take priority over student wellbeing. In Canadian post-secondary settings, overall student wellbeing should be a key priority, and this priority can be achieved much more holistically by providing support of a cultural-, community-, campus-, and socio-emotional- nature. These are components typically present in many EGAP courses, but less typically emphasized in an ESAP approach.