Amid Japan’s policy-driven internationalization, English Medium Instruction (EMI) has expanded in higher education to foster global competencies. This study explores Japanese university students’ learning strategies and perceived support in EMI contexts by addressing three questions: How do motivational orientations influence preparedness and learning behaviors? How do institutional EMI policies affect engagement and autonomy? Relatedly, what support is viewed as effective? Survey results from 86 third- and fourth-year students at a private university indicate strong intrinsic and aspirational drives, linking English to future identities and careers. However, such orientations do not consistently translate into effective strategies, as students face challenges with comprehension, language demands, and anxiety. Correlation analyses show moderate links between learning goals and EMI outcomes, but weaker associations with preparatory behavior. Open-ended responses highlight the need for academic English instruction, bilingual scaffolding, and clearer expectations. The study advocates a responsive EMI approach that integrates academic literacy, scaffolded support, and learner-centered curricula.