Queensland second language immersion programs have been in existence for three decades, and are part of a growing number of additive bilingual education programs in Australia. Most prominently, many new Content and Language Integrated Learning (CLIL) programs have been established particularly in Victoria over the past few years. This focus on intensive language learning programs which integrate mainstream curriculum in subjects such as science or history with language learning is a welcome development for the languages sector in Australia. This paper offers insights into the Queensland context and presents interview data from program directors and teachers who reflected on teaching approaches and program structures. The teacher positions suggest that elements of CLIL have been part of Queensland immersion programs from their inception, and that "immersion" alone might be a misleading description. The findings reveal a sustained focus on integrating "language work" into all aspects of subject delivery, and therefore support the re-conceptualisation of these programs as CLIL/Immersion.