Content and Language Integrated Learning (CLIL) has been recognized in the educational platforms in many European countries. It provides a unique chance to combine foreign language competences and knowledge with the content of other subjects such as Geography, Arts, History, Maths, Social Studies, Health Care, and many others.  Despite the fact that professional and scientific papers provide a high number of evidence on a positive impact of CLIL lessons, the truth is that the less experienced countries in CLIL face the problems with CLIL implementation at their institutions due to many problems. These problems might be seen in either cultural, institutional level or in the misunderstanding of its contribution in the eyes of the learners or the schooling authorities. This paper interprets the findings from the project Erasmus + comprising primary and secondary schools and their experience gained within the CLIL implementation in Latvia, Lithuania, Sweden, Italy and Slovakia. It also focuses on interpretations of the data collected through observations and focus groups concerning the CLIL lessons realized, observed and analysed in the above mentioned European countries. Different CLIL practices, methods and techniques combining the content and language in the observed lessons have broadened the overviews of the CLIL implementation at primary, lower-secondary and secondary level of schooling.  The aim of this qualitative research was to find a good CLIL practice in European countries from the point of the time spent, methods and techniques, as well as a language of instruction, evaluation of the feedback from the learners and teachers. Presently, the outcomes of the project are applied in the further implementation of CLIL methodology in the tertiary level of education.