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Research into language skill needs to students' disciplinary knowledge in English-Medium Instruction settings is largely under-explored. To contribute to identifying these needs, this study set out to explore self-assessed challenges to content achievement facing university students in an ‘Intercultural management and communication’ course. The study is situated in a university of Economics, Morocco. (N= 46) postgraduate students participated in the study. Analysis of qualitative data from written accounts of students’ perceived challenges/needs resulted in five themes: 1- affective impact of the course, 2- awareness of its primary goal, 3- academic language skills, 4- knowledge acquisition and academic development needs, and 5- content achievement and assessment requirements. An exploratory factor analysis was conducted on quantitative data from a self-perception/evaluation questionnaire in order to obtain a typology of challenges/needs students face in achieving content in the course. Considering both perceived skill importance and skill level, emphasized needs were associated with exam content revision, academic communications and academic English skills. The study findings bear implications for considering a skill approach to perceived needs, emphasizing the importance of students’ awareness of assessment requirements, task-based instruction in enhancing academic English and communication skills, and teachers’ roles in balancing goals for language and content improvement.