Despite the prolific research on textbook evaluation in language teaching (Garinger, 2002; Miekley, 2005; Mukundan & Ahour, 2010; Nimehchisalem & Mukundan, 2015, among others), Content and Language Integrated Learning (CLIL) textbook evaluation is still a field to be developed. The lack of specific tools prevents CLIL teachers and other stakeholders from easily identifying strengths and weaknesses of the textbooks that contribute to conveying content through a foreign language (usually English). This study provides educators with a checklist to analyse and evaluate CLIL textbooks. It is the second part of a three-stage process which replicates in CLIL contexts the study by Mukundan, Hajimohammadi, & Nimehchisalem (2011), who created a valid and reliable checklist for that purpose in the English language teaching field. The checklist for CLIL textbooks is the final version based on a previous tentative checklist (López-Medina, 2016), which is the starting point for this part of the study. The final version of the tool was created incorporating the input provided by a focus group of CLIL teachers. Further research is in progress to provide each item of the list with specific weight through factor analysis, and to test the checklist for its validity and reliability.