The study examined international and home students’ perceptions of intercultural collaborative learning in an English as a medium of instruction (EMI) environment in a Chinese university. Drawing on data from in-depth interviews, the findings showed that international students held a positive view, reporting gains from the cultural, subject knowledge and language learning dimensions but also hurdles which impeded intercultural communication and content learning in the EMI curriculum. The Chinese students were less positive, viewing such a mode of learning somewhat as a ‘burden’ due primarily to the differences in their and international students’ academic goals and expectations. In response to the negative experiences, the Chinese students demonstrated resilience and ingenuity in devising strategies for achieving their own academic goals. This article concludes with practical implications for EMI teachers and curriculum designers regarding how to improve EMI instruction and intercultural learning in higher education.