<![CDATA[While the challenges of English as a Medium of Instruction (EMI) at the elementary level are well-documented, extant research has largely overlooked the unique developmental hurdles faced by novice teachers those in their first three years of service who lack the structured mentorship of pre-service programs. This study fills this gap by providing a competency-based analysis (pedagogical, personal, social, and professional) of the specific obstacles novice elementary teachers encounter in EMI settings. Qualitative methods were used, with a case study approach; semi-structured interviews were conducted with five elementary teachers with less than three years of EMI experience. Data were analysed through thematic analysis, ensuring verification and consistency in coding. Peer debriefing with experts provided external feedback for validity. The findings reveal significant obstacles across pedagogical, personal, social, and professional competencies. Teachers struggle to adapt their strategies to accommodate diverse student English proficiency levels and face difficulties in delivery content, especially with technical terms, which diminishes their confidence and authority in classroom interactions. Being corrected by students negatively impacts their teaching efficacy. Additionally, novice teachers have challenges engaging students and communicating with colleagues, particularly expatriate teachers. There is a strong need for targeted professional development to address these issues. Regular discussions among teachers are recommended to foster a supportive environment, highlighting the urgent need for comprehensive professional development programs.]]>
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