The myriad voices of international English language learners, who must enrol in an English language program before beginning their academic programs, are frequently left out of conversations about Canada's current efforts to internationalize higher education. The purpose of this study is to explore international English language learners' perceptions of learning English and studying in Canada as they transition from English language programs to post-secondary studies. Using an embedded qualitative case study design, the researcher interviewed 15 international English language learners studying engineering, business, and science in Ontario to explore how well they feel their particular English language program prepared them to study their academic disciplines. Additionally, this study extends scholarship on language learners' investments in English by exploring the personal values that international English language learners place on learning English as an additional language. Through a neocolonialist lens, the researcher examines how learning English impacts international students' identities and how they position themselves in relation to native-English speakers and non-English speakers. Findings from this study have the potential to help university and language program administrators better understand the diverse needs of international students undertaking post-secondary studies in Canada and implement both program and institutional reform.