This book has analysed the interaction between language-in-education policy and practice, employing an emic/etic lens to uncover the implicit language policy characterising the environments of three chosen EMI programmes in Germany. In doing so, the findings of the research project underlying this book reveal mismatches between implicit language policy and explicit educational/economic policy in discussing three core themes: EMI programmes as platforms of intercultural learning and teaching, EMI programmes as a mechanism of ‘brain drain, gain and circulation’, and EMI programmes as a concomitant mechanism of, and challenge to, implicit German language policy.