This work focuses on exploring the implementation of CLIL in the teaching of informatics in Croatian schools. The aim is to determine the benefits and challenges of such an approach in addition to discussing the potential steps to improve the quality of this program for both students and teachers. The study presented in this work is twofold in terms of consisting of a questionnaire for students currently studying informatics through English with additional commentary from the teachers regarding their experience with the program in the form of written interviews. CLIL is not so widespread among Croatian schools which leads to a limited sample of participants. This is one of the biggest limitations of the study presented. Throughout the work, it is suggested that informatics is an excellent choice of subject to be taught through CLIL with reference to its origins and foundations which the findings supported. The results obtained were mostly in accordance with previous research on the effects of CLIL. The findings also suggest significant benefits for the students when implemented properly while at the same time discovering irrefutable difficulties for the teachers. Some results also show conflicting evidence based on the different language abilities of students before enrolling in the CLIL program. This work also covers measures that might prove to be effective in improving the overall quality of the program.