In the past two decades, many English as a foreign language (EFL) credit programs have been established among universities in Taiwan to provide extended EFL training to a small group of students. Such programs have substantive impact on student learning, but have rarely been documented. This study filled that gap by sketching the current landscape of such EFL credit programs from different Taiwanese universities, recording the historical development of one program at National Chengchi University, and investigating the experiences of teachers and students through interviews. Methods used included document collection and participant interviews. It was found that, owing to its adjunct nature, the targeted EFL credit program did not receive stable resources. Although interview data seemed to indicate that teachers and students had positive experiences, course satisfaction survey figures fluctuated throughout the years. In particular, the program seemed to have attracted a small number of highly-motivated and proficient students to study in an environment where individual students obtained more attention from teachers and from each other. Implications from the results indicated that there is a mismatch between current resource allocation pattern and actual supply and demand in tertiary EFL education.