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This study investigates the nuanced meanings and lived experiences of non-English major students with the rapid increase of English as a Medium of Instruction (EMI) in non-Anglophone higher education, an area that is often neglected within research. This qualitative, descriptive-exploratory study was conducted Higher Education institutes in Pakistan correcting a substantial research gap. Using semi-structured interviews, thematic analysis, and governed by Cognitive Load Theory (CLT), Sociocultural Theory (SCT), and the overarching Student Voice framework, the research identified a variety of meaningful linguistic challenges for students, and a significant extraneous cognitive load with implications beyond surface learning and impacts on their academic stress. Participants also acknowledged some benefits to their academic journey, such as improved English skills and enhanced access to global academic learning with EMI, but they also stated their lack of confidence and participation was inhibited by the language barriers. Overall, they had a pragmatic attitude towards EMI, but also expressed the immediacy of pedagogical scaffolding and flexibility in the way instructors delivered their courses. The findings provide critical perspectives on the student experience for educators and policy makers, creating momentum for the development of more effective, equitable, and sustainable EMI programs in global higher education that embrace aspirational policy intentions alongside actual classroom realities.