English medium instruction (EMI) in university-level engineering programmes is becoming the norm globally as well as in Turkey due to the internationalisation and job opportunities in this field. However, research about the job prospects among the engineering graduates who studied in EMI programmes are quite limited compared to the presence and dominance of EMI implementation in these programmes. To address this gap, this study with a causal-comparative research design focused on the predictive power of studying in different EMI engineering subjects in terms of graduates' job prospects. 139 engineering graduates took part in this study representing three academic subjects and two different EMI models (i.e., full vs. partial). All participants filled out an online survey that inquired into their job prospects. Proportional Odds Logistic Regression (POLR) analysis was used to determine the differences among academic subjects and EMI models. Findings of our study revealed that different EMI academic subjects in the field of engineering had different prospects in the job market. Moreover, differences in the same academic subject that employed a different EMI model were also observed. This study builds up on the limited scientific knowledge about the contribution of our higher education institutions to the career prospects of their graduates.