Content and language integrated learning (CLIL) is a European bilingual education model that focuses on the use of an additional language to enable simultaneous learning of content and language. This study used CLIL as a framework to examine educational stakeholders' perspectives and practices in an Introduction to ASEAN course taught as part of a Bachelor of English degree program at the World Language Institute (WLI) in Cambodia. Data were collected through classroom observations, semi-structured interviews, and a focus group. The findings revealed three key themes: integrating disciplinary knowledge into a language subject, balancing and supporting content and language learning, and developing academic and subject literacies. The discussion focuses on the issue of content and language integration from CLIL standpoints and the conceptualization of integration with pedagogical implications. The article concludes with implications for teaching to help administrators, teachers, and students systematically approach content and language learning with keen attention to disciplinary knowledge and language mastery.