This chapter discusses how questionnaire-based research can be implemented in the English Medium Instruction (EMI) contexts. It presents an empirical study which that examined Chinese EMI university students’ attitudes and motivation (i.e., integrative and instrumental orientations) toward learning content subject knowledge in English. An EMI scale adapted from Gardner’s (2004) Attitude/Motivation Test Battery (AMTB), which takes the format of Likert-point scale as explained in Chapter 3 of the this book, was validated and administered to 541 EMI students from three Chinese universities. The validity and reliability of the scale were measured, the correlations of the three dimensions (i.e., attitudes, integrative orientation, and instrumental motivation) were tested, and the role of demographic variables (i.e., gender, level of study, disciplinary background) in EMI attitudes and motivation were explored. The research findings suggest the validity and reliability of the scale, the positive correlations among the three dimensions, and the different degrees of EMI attitudes and motivation between male and female students and between soft science and hard science students. The researchers argue that questionnaire-based research is appropriate for the EMI contexts, but its effectiveness can be enhanced if the mixed methods design is adopted.