English as medium of instruction (EMI) has gained popularity as an effective strategy to improve student’s English skills. However, while substantial studies have been done to explore students and teachers’ readiness to EMI, very few have dealt with the reverse phenomenon, EMI graduates moving to first-language (L1) medium instruction. Therefore, conducted as case study of six EMI graduates, this research seeks to understand how the participant adapted to L1 instruction at higher education. The data was collected using semi-structured interviews and analyzed using thematic analysis. The findings show that the participants moved smoothly to L1-instruction and they believed that EMI helped them to develop their critical thinking and reading skills which helped them in the transition process. This study gives insights about the transition process from EMI to L1 school which can be useful in reducing student’s anxiety and improving student’s readiness to study in the new linguistic environment.