With content and language integrated learning (CLIL) programs being increasingly introduced in mainstream education, the onus is now on catering to diversity and on ensuring CLIL enhances content and language learning in over- and underachievers alike. This is no mean feat, particularly considering that strong claims have been made for the lack of egalitarianism that certain authors consider inherent in CLIL. This article explores this issue closely, providing an overview of what research has revealed vis-à-vis the effects of CLIL on the achievement of diverse types of students. It then classifies the different special needs that should be accounted for in the CLIL classroom and offers practical specifications to respond to them to ensure that CLIL education is truly inclusive and can be applied across the board.