Emphasizing its problems and impact on the learning achievement and student participation, this study analyzes English Medium Instruction (EMI) provision to Bangladeshi higher education system's chemistry programs. It unveils Notable language issues confronted by students that hinder their academic comprehension and communication in EMI setting. Findings show that while EMI encourages access to global scientific knowledge, its success hinges considerably on measures of language support and the willingness of instructors to employ learning in a foreign language. The assessment demands educational authorities to include strong language support programs and improving faculty training programs. In addition, it stresses the importance of the pressing need in follow-up research to study the long-term impact on student performance and efficient teaching in EMI settings. This study contributes significantly to the discourse of EMI in Bangladesh and calls for the implementation of policies that support academic success and equal access to quality education, especially in the STEM fields.