Abstract: As a university policy, the so-called graduation threshold of English competence is getting common across Taiwanese higher education institutions in recent years. There are, however, some concerns about the progressive idea of graduation threshold, particularly the passing rate of graduates and possible washback effects on stakeholders. Intensive English courses are thus proposed as promising supplementary instruction to enhance student achievement and to boost graduation rates. The central focus of this study is to understand language teachers’ perceptions of and practices in intensive English courses affiliated to higher education institutions in Taiwan. Results of this case study are anticipated to provide insights into ways for assisting Taiwanese college students in meeting graduation threshold of English competence.