The Education Ministry has introduced two initiatives - English in the Teaching of Mathematics and Science (ETeMS) and Dual Language Programme (DLP) - to enhance mathematics and science learning using English as the medium of instruction. Numerous discontentment on ETeMS were reported but were not addressed before the DLP introduction in 2016. This qualitative research narrates teachers’ views on both ETeMS and DLP, focusing on the coordinators’ and implementers’ challenges. Eleven mathematics and science school teachers have participated in this case study. Findings reveal that student-, resource- and teacher-related factors remained key reasons impeding effective learning of the two subjects.