This paper outlines a pilot study on exploring the possibilities of implementing the Content and Language Integrated Learning (CLIL) approach in English lessons at a local public university. The participants were fifteen undergraduates who were considered as low-intermediate English learners and they were from different faculties. They were placed as an experimental group and exposed to the CLIL approach for ten weeks. Throughout the lessons, the participants’ language progress was observed through formative and summative assessments and at the end of the semester they were asked to fill in the questionnaire about their perceptions on CLIL. The tests showed a gradual improvement in terms of their language proficiency and the results from the questionnaires indicated students’ positive responses. It can be concluded that CLIL is a useful approach in motivating students to learn English for authentic purposes and in a less traditional way.Â