Higher education institutions nowadays are eyeing the potential of cooperative & work-integrated education programs (CWIE) in increasing the English proficiency level of Thai students. Hence, this study aims to interlink English language teaching and learning vis-à-vis the various CWIE programs utilized by the College of Local Administration, Khon Kaen University in Thailand, and to identify its pedagogical challenges. By way of participatory observation and interviews, data were collected for this study. Likewise, phenomenology was performed on the data in the study. Results showed that the integration of additional English subjects in the new curriculum which foster the 21st century skills and concepts, the employment of foreign native and non-native English language teachers of English, partnerships with universities abroad, the conduct of English camps and intensive English programs, and the sending of soon-to-be graduates for internships abroad help facilitate English language teaching and learning. However, challenges remain, such as lack of exposure to an English-speaking environment, the native-speakerism ideology, the learners' motivation and attitude toward language learning, and the prevalence of Thai as the medium of instruction and pedagogy.