Bilingual education in Poland gained in popularity after the political changes in 1989 when Polish society started noticing the importance of foreign language learning. With the emergence of content and language integrated learning (CLIL) in the 1990s, which in the Polish context is still termed as "bilingual education", foreign languages other than English were introduced as a medium of instruction. To provide a comprehensive overview of practices and help to identify operational features of this type of education, four large-scale research studies were conducted, exploring CLIL sections with English, German, Spanish and French as languages of instruction. The data collected on the basis of classroom observations and interviews with CLIL teachers and students revealed a number of regularities recurring in the schools that were studied. It enabled the researchers to formulate four curricular models of CLIL education at secondary level. This article aims to present the models of content subjects teaching. The models depend on the proportions of L2 use, the perceived focal point of the teaching/learning process and the educational level at which CLIL is introduced. The adoption of a particular model entails different instructional choices, teaching practices and learning objectives in terms of both content and language learning. (Contains 1 figure and 1 note.)