This thesis investigates high school students’ experience and satisfaction with Content and Language Integrated Learning (CLIL) in a private high school in Croatia. In addition, this study explores whether the length of the engagement in CLIL has an effect on their experience and satisfaction. It also looks into students’ satisfaction with CLIL teachers and with the amount of foreign language used in CLIL classes, as well as thoughts on their English language proficiency. The results were gathered through a questionnaire. The findings reveal that students predominantly have positive experiences with CLIL and that they are mostly satisfied with it. The duration of their engagement in CLIL does not influence their level of satisfaction or overall experience. The students are also mostly satisfied with their CLIL teachers and with the amount of foreign language used. However, some did mention that their CLIL teachers require more training. Some students expressed a preference for using both Croatian and English in CLIL classes, while others advocated for an English-only policy. The research also reveals that the students perceive themselves as proficient in English, but they do not believe that all their peers share the same level of proficiency. In the Croatian context, this study provides an important insight into an underexplored area. Despite the apparent successful implementation of CLIL in the context under study, there remain certain aspects that could be improved, such as CLIL teacher training, students’ language proficiency and combining the foreign language and mother tongue in CLIL classes.