Italian physician and educator, Maria Montessori (1949:203) stated that “the greatest sign of success for a teacher is to be able to say, 'The children are now working as if I did not exist.'” Best known for the philosophy of education that bears her name and her writing on scientific pedagogy, Montessori’s educational method is known internationally and often associated with early childhood education. And yet, at the Higher Education level, this same statement can apply. This presentation offers insights into a pedagogical intervention that is based on a practical peer-to-peer teaching method which was used to initiate and integrate higher education level students into a second year Business English (BE) course. Based on the “Learning By Doing” method, this research action intervention was designed to be implemented during the first three or four hours of language lessons with a new class of students specializing in the creation and management of small and medium-sized business. A task-based BE activity is the foundation for encouraging the rapid integration of students. However, the underlying principles can be adapted to all levels and all types of learners. The methodology is founded on the Content and Language Integrated Learning (CLIL) approach to language teaching. The objective is to encourage the metacognitive skills development of language learners and the utilization of BE through the use of learner autonomy, which can encourage student motivation, engagement, innovation and integration. This study involved two classes of approximately 30 students who were put into smaller groups. Each group of five students was given a main objective: the conception of an innovative company which specializes in services or products. After designing a logo and establishing a company mission, the students created and designated specific roles and responsibilities for each group member. The groups used BE content and discourse to present their start-up company in a role-play format while fully interacting with the audience which was made up of their classmates, who assumed the role of a potential investors. The results of the study were based on a student questionnaire, which was distributed to the students at the end of the activity.