The purpose of this interpretive qualitative study was to explore the challenges faced by Taiwanese professors when implementing EMI and to understand their perspectives in the context of Taiwan's Bilingual 2030 Policy. Spolsky's (2004) language policy framework was utilized to guide the research. Semi-structured interviews with seven Taiwanese professors were conducted for data collection and analysis. The major findings from this study show that the faculty support the Bilingual 2030 Policy and the BEST Program despite the additional labor. However, a number of the policies and procedures the Taiwanese government is using to encourage and boost EMI are out of sync with best practices for both the improvement of English language skills and the acquisition of academic/professional knowledge identified by my research participants and in the literature. Furthermore, the policies are made without meaningful and adequate resources for the stakeholders who are charged with implementing EMI, which has created different challenges. This dissertation concludes by suggesting that in order to achieve the goals of the Bilingual 2030 Policy and solve the issues that Taiwan's exam-driven culture has caused, an environment where English can be freely used and where all accents are appreciated is needed. Additionally, the Taiwanese need to regard EMI teaching and learning as a mutual process of gradual improvement through communication itself. Taiwan's Bilingual 2030 Policy should be understood as a work in progress. Establishing the glocalized and Taiwanized EMI can be critical for Taiwan and its next generations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]