‘There is little doubt that being educated through the medium of the language you are learning is the best experience of real use of that language that schools can provide.’ (Halliwell, 1992, p. 140). Many approaches to foreign language learning, which support that statement, have emerged recently and have been in focus in the field of education. One of them is CLIL (Content and Language Integrated Learning), which is the focus of this thesis. It implies learning the language naturally while using it as a medium to transfer the content to the pupils. In this thesis, the foreign language in focus is English. It also focuses on an implementation of this relatively new way of teaching in Austrian and Croatian primary schools. Considering the fact that the research was conducted in primary schools, this thesis focused early learning of foreign languages and the way young learners react to that way of foreign language learning. The aim of this study was to investigate the advantages and disadvantages of CLIL approach during two lessons, one in Austria and one in Croatia. The study, conducted by the author, is an observational research in which two CLIL lessons are parallelly described and compared. The findings indicate that CLIL lessons are more interesting and challenging for both teacher and pupils. Both reacted well, there were no language problems nor problems with the preparation for that kind of a lesson. The pupils were highly motivated and enjoyed the lessons, especially the Croatian pupils, who are not used to learning that content in their language lessons. However, Croatian lesson was more of a CLIL language lesson because the focus was more on the language. The main conclusion of the study is that CLIL approach should be given more attention in Croatia and that it should be included into foreign language learning in Croatia as CLIL language lessons.