This study was conducted to determine, examine, analyse, and understand the lived experience of ESL Learners of different Tertiary Programs under English-Centric Pedagogy in relation to Expert and Language Fallacy. This study specifically sought to answer the following (1.) How do you find your teaching-learning experience with English as the medium of instruction? (2) Do you find difficulties understanding or comprehending lessons due to the medium of instruction? and (3) How do you feel during class when a teacher is fluent in English? The study utilized a Phenomenological Research design to explore the lived experiences of the selected participants. Additionally, the paper was limited to selected 1st Year students of Laguna State Polytechnic University – San Pablo City Campus of different colleges who are enrolled in the A.Y. 2023-2024. The findings showed the following superordinate themes: English as a Medium of Instruction, Psychological Factors, and Linguistic Barriers. These also generated the following subordinate themes Tailoring Teaching Methods to Learning Styles, Code Switching, Anxiety and Fear of Speaking, Low Self-esteem due to Language Proficiency, Vocabulary Usage, Grammar Rules, and Pronunciation Challenges. The findings showed that the participants were unable to express their ideas and thoughts while using the English language as a conversation medium. It was also observed that the participants were cautious while conversing with their instructors since they did not trust them to offer sound and comprehensive views and opinions this causes them to become passive learners. These were then noted to be part of the fallacy filter, specifically Language and Expert Fallacy. In conclusion, there is shared experience between all the participants where it was noted that both the English language and their instructor played a vital role in their teaching-learning experience. It can be inferred that there are nuances in the transaction of learning between the teacher and the students where a space for reasoning formation goes through a fallacy filter. This filter affects the students conscious understanding of the discourse. However, other aspects of the learning experience should be explored to further understand how this filter affects the students. Therefore, it is recommended for ESL institutions and those involved with its pedagogy, to examine Language and Expert Fallacy as filters in reasoning formation of students specially with English as the medium of discourse. Also, instructors should be keen in making their teaching strategies and methodologies to be flexible to accommodate a broader audience specifically ESL learners.