Companies' demands and competition in the job market push International Business students to become ready to work in multilingual environments where English is the main language of communication. Rather than expecting students to learn English by exposure or on their own there are content and language integrated approaches (such as Content and Language Integrated Learning (CLIL) and Integrating Content and Language in Higher Education (ICLHE)) which support the development of a language while the student learns specific content. Using a case study approach, the study approaches the collaborative work of an Accounting teacher and an English for Specific Purposes (ESP) teacher in tertiary education, through the process of planning, designing, and implementation of a teaching module on Accounting. Results show that the teachers' collaborative work for the construction and implementation of the integrated CLIL module produced positive outcomes for the teaching and learning process. Furthermore, students found the used methods highly motivating and engaging, contributing positively to their future professional careers. It is argued that the CLIL approach may be beneficial and approximates the environment of International Business, by demanding collaboration of individuals from different contextual backgrounds, whose main language is not English and promoting bilingualism and cross-cultural competence development.