This qualitative research-in-progress investigates the bilingual ideology and identity of EMI (English-medium-instruction) teachers and students at a Chinese medical university. The study aims to enrich the understanding of bi/multilingualism in the context of EFL (English as a Foreign Language) from domestic stakeholders’ perspectives. The researcher conducted a series of semistructured interviews with Chinese medical content teachers and studentst hroughout an academic term. Supplementary research materials include texts, such as lecturers’ PowerPoint slides and institutional documents. The preliminary findings suggest that the teachers and students present diverse ideological stances towards bilingualism and that they perform an ambivalent identity: privileged, yet unable to fulfil the expected bilingual identity by self andothers, due to ideological and practical constraints. The discussion and potential implications are given in the summary.