The practice of English-medium instruction (EMI) is increasing worldwide. While various obstacles and challenges facing EMI have been reported, little is known about the learning strategies employed by students to cope with EMI courses, especially among students of different disciplines. This study investigated the strategies used by students in an interdisciplinary EMI program at a Chinese university. Data were collected by inviting both English and non-English majors to participate in a survey and semi-structured interviews. The quantitative results of this study indicate that there was no significant difference in the overall use of strategies between the two groups, but the non-English majors significantly outperformed the English majors in the use of three cognitive strategies: elaboration, organization, and critical thinking. The qualitative findings indicate that these differences may be attributed to two main factors: disciplinary knowledge background and learning priorities. Finally, the implications of these findings for EMI teachers and program administrators are presented.