Content and Language Integrated Learning (CLIL) involves teaching non-language subjects through the medium of an additional, target language with the goal of acquiring knowledge of both subject content and the target language. Originating in Europe, this bilingual educational approach has been widely studied in different European educational systems. However, there are no studies that have examined how CLIL with a foreign target language is implemented in the Croatian context. Therefore, the aim of the present thesis is to describe and compare the organisation of the Croatian secondary school CLIL programmes with English as the target language. The study was conducted by means of semi-structured interviews with three headteachers and five teachers in the CLIL programmes and an analysis of the CLIL schools’ official school documents. The CLIL programmes were described and compared using the adapted model of the “continua of multilingual education” (Cenoz, 2009, pp. 31-39), that analyses programmes as more or less bilingual regarding four educational features: the continua of subject, language of instruction, teachers and school context. The results show that the CLIL programmes vary in the number of instruction hours in the subject the English language, placing them on distinct points on the continuum of subject. Furthermore, the CLIL programmes can also be positioned differently on the continuum of the language of instruction due to the variation in the number of the bilingually taught subjects in the programme. Nevertheless, the CLIL programmes can be considered as equal on the same continuum regarding the use of the target language in class as English dominates in the bilingually taught subjects in all programmes. All CLIL programmes can also be regarded as equivalent on the continuum of teachers when it comes to the CLIL teachers’ proficiency in English, but they differ to some extent concerning the feature of teacher training in bilingual education, since not all schools offer professional development for CLIL teachers. Finally, the CLIL programmes can be considered as bilingual on the continuum of the school context when it comes to the availability of extracurricular activities aiming at advancing the students’ linguistic and intercultural competences. However, the majority of the CLIL programmes cannot be regarded as bilingual in relation to the features of the language of communication and the linguistic landscape due to the higher use of Croatian for these purposes.