This study investigates the integration of content and language in a Mandarin immersion program, focusing on the interplay between teacher beliefs and pedagogical practices. It examines how these practices align or diverge from teachers' stated educational ideologies through interviews, observations, and a questionnaire. This qualitative case study approach provided insights into the complex dynamics between teacher beliefs and instructional practices, revealing a spectrum of pedagogical approaches, such as translanguaging which prioritized comprehension over language, and their correspondence with teacher beliefs. Although teachers generally understand the theoretical benefits of integrating content and language, actual implementation varies significantly due to individual beliefs, educational backgrounds, and professional experiences. The research identifies disparities in perceptions and implementations of content and language integration among educators and suggests improvements for training and support systems to enhance instructional practices in bilingual immersion education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]