Teachers in English Medium Instruction (EMI) settings face choices about how to integrate disciplinary content and language instruction. They may also draw on other everyday or non-academic content in their teaching. This chapter investigates how two teachers in an EMI context (secondary school bilingual education in Spain) combined different types of knowledge (subject-specific, English language, and non-academic) in their classroom practices. The chapter uses the Autonomy dimension of Legitimation Code Theory (LCT), a sociological framework for investigating knowledge building practices. LCT Autonomy provides tools to analyse how teachers incorporate different types of knowledge in teaching sequences which involve moving in and out of different “autonomy codes”. Three extracts of classroom discourse are used to illustrate how the two content teachers (of biology and technology) incorporated and combined knowledge of their disciplines and English language, along with non-academic knowledge, in their teaching practices. The analyses show how different “autonomy pathways” may be more or less effective in building content knowledge and incorporating language instruction in EMI contexts. The tools presented and used in the chapter have potential to raise EMI teachers’ awareness of how different types of content and language can be integrated in more or less effective ways.