The article discusses English as a Medium of Instruction (EMI) phenomenon in the context of academics’ professional development with the idea to enhance teaching and learning efficiency within L2 programs. The article contains critical analysis of existing EMI PDPs worldwide, highlighting their benefits and limitations. The primary aim of the article is to prove the significance of professional development programs (PDPs) for academics practicing EMI. Results of the research derive from a four-phased experiment on designing and implementing EMI PDP for 21 academics of various age, gender, teaching experience and academic fields in Kazan Federal University. Pre-course interview and post-course survey provide the basis for tailoring the PDP content to the requirement of the target audience and emphasize the gaps to be bridged in the course of program design for the future.