With a global trend towards adopting English as a Medium of Instruction (EMI) to enhance internationalization and academic competitiveness, many countries, including Libya, have undergone significant reforms in their higher education systems. The present study aims to explore the status quo and challenges associated with the implementation of English as the medium of instruction in medical higher education institutions in Libya by investigating the classroom participants' attitudes and analyzing the overall landscape of English-medium instruction in Libyan medical higher education. The study employs a mixed-methods approach, incorporating surveys and interviews to gather the data. The results revealed that both teachers and students believe in the significance of adopting EMI in medical higher education in the Libyan context. However, they reported some challenges related to the appropriateness of using EMI, the classroom participants' Proficiency in English, and the impact on the content subject comprehension. The findings contribute to the existing literature on implementing EMI in higher education and offer practical recommendations for policymakers, educators, and administrators in Libya and other similar contexts. [For the complete proceedings, see ED672804.]