This presentation reports on a critical ethnography of English-medium instruction (EMI) policy in Nepal’s public schools, which unpacks the nested politics and ideologies of planning EMI policy at various levels (e.g., federal, provincial, municipal, and institutional) and their impacts for different social groups. While there are misalignments and misinterpretation of medium-of-instruction policies at different policy levels, EMI has developed as a distinct “discourse,” creating an unequal and unjust teaching/learning space.