Content and Language Integrated Learning (CLIL) is a pedagogical strategy which has attracted considerable interest in recent decades in primary and secondary education and, more recently, in higher education. Broadly speaking, CLIL is a pedagogical strategy which involves the integration of the study of a second language (L2) with the study of a given content domainhistory, physics, marketing, or any other subject. This paper will focus on the use of CLIL in higher education (HE), and specifically within the framework of HE language policy. The paper first outlines the trends which have given rise to increased interest in language learning in HE. It then discusses the pedagogical rationale for the adoption of CLIL within this context and presents a schematic overview of the language policies developed in five HE institutions (HEIs) in Europe, all of which include a CLIL component. A few provisional conclusions will be drawn from the case studies regarding the use and practical realisation of CLIL. From this point on, a constructive but nevertheless critical perspective on the practical realisation of CLIL in HE will be adopted. Specifically, a number of questions will be raised as to the pedagogical grounding of CLIL, and also with respect to the motivation for its use. The goal of the paper in to make a contribution to reflection and practical action in the field of HE language policy, where CLIL is assuming an increasingly significant role.