English medium instruction (EMI) is seen as a site for improving students' English language, yet the role of the EMI lecturer in achieving this is contested. Views on what constitutes appropriate training and professional development for EMI lecturers also differ regarding English language skills and EMI-specific methodology. Using Q methodology, this paper explores these issues from a particular perspective, a synthetic viewpoint based on six EMI lecturers with very similar views. Its voice is pro-EMI yet has significant concerns regarding the workload involved, is insecure about its own linguistic performance, fears a loss of subject content depth, and questions the effectiveness of EMI for students learning a subject. The paper highlights the importance of such feelings in relation to perceived language and pedagogy challenges and considers the broader implications for EMI teacher training interventions regarding the practices of disciplinary knowledge-building and the linguistic and communicative resources used to enact them.