Since Do Coyle and Hugo Baetens Beardsmore published their Special Issue on "Research on Content and Language Integrated Learning (CLIL)" in the "International Journal of Bilingual Education and Bilingualism" in 2007, there has been a great deal of interest and debate about the approach, which under the umbrella term of Content and Language Integrated Learning refers to contexts where language is used as a medium for learning content, and the content is also used as a resource for learning languages. As has quite often been pointed out in the literature (Dalton-Puffer 2011; Huttner, Dalton-Puffer, and Smit, this issue; Shohamy 2006), the implementation of CLIL has been supported, on the one hand, by language policy-makers, stakeholders and European institutions and, on the other, by individual initiatives undertaken by school communities, teachers and parents, all of them seeking to improve foreign-language competence in a world where globalization and the knowledge society are encouraging foreign-language learning and communication. Despite the hegemony of English as a global language, CLIL has been conceived to enhance language competence and communication in an ever-growing multilingual society where, in the case of the EU, 23 official languages coexist with more than 60 regional or minority languages, some of which have official status (Basque, Catalan and Sami, among others). Additionally, there are hundreds of other languages which immigrant communities provide. This multilingual diversity calls for an educational approach that can become an appropriate vehicle for intercultural communication. Consequently, CLIL can be understood as a truly European approach for the integration of language and content in the curriculum as part of the international mosaic of multilingualism. This paper will provide an overview of some of the models that sustain CLIL as a flexible and rich teaching approach in order to gain some insight into this area.