More and more higher education institutions require certification of language proficiency in order to teach content in English, but countries assess proficiency differently. Moreover, fluency and pronunciation accuracy are just two aspects in determining proficiency. A group of researchers from five European universities collected data from interviews and classroom recordings of six lecturers per university in 2018-2019, to compare the realities of English Medium Instruction in these contexts and, later, to improve training for EMI lecturers. A subgroup of researchers conducted a CEFR classification of the 30 lecturers. Another subgroup carried out a (dis)fluency analysis of two, 3-minute monologic stretches of 10 lectures, from 2 different lecturers in each country. To measure fluency, Mean Syllables per Run, Rate of Speech Time and Time Ratios were considered, while for disfluency the number of repetitions and false-starts/self-corrections per 100 syllables was determined. This chapter reflects upon the complexity that surrounds the concept of pronunciation accuracy by narrowing in on a specific case: one Italian lecturer's use of epenthetic vowels after final consonants. This case triggered a lengthy discussion among the researchers as to whether this was a pronunciation error, a feature of an Italian accent, or a filled pause. Assessing lecturers' proficiency is revealed as a complex process which is subject to broader norms.