Content and Language Integrated Learning (CLIL) approach has become one of the bilingual
education pillars worldwide. Its application often relies on quality instruction; therefore, careful
preparation of future CLIL educators will guarantee adequate CLIL implementation.
Despite the extensive research on the method used since the 1990s, little is known about the
competence-based training process of content and language teachers. Through a multi-dimensional
perspective of the current research, including qualitative and quantitative methods, the study
authors attempt to demonstrate that CLIL competences can be adequately developed. In our project,
we taught a postgraduate course on Delivering the curriculum through English to 26 educators
and analysed the development of their professional skills. Pilot study results show that competence
development is highly correlated with linguistic awareness, in-depth theoretical and applied
knowledge of the CLIL approach and mutual support within teaching community.
Regardless of the fundamental idea of formative exploration, our study presents some findings
deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.