CLIL is an innovative European dual-focused approach which integrates the learning of a non-language school subject and a foreign language. Given that language holds a central position in this approach, CLIL teachers (CLILTs) should adopt the dual role of content and language teachers, and foster language learning in class. However, as many CLILTs are not equipped for dual-focused instruction, it is debatable whether language is integrated into CLIL practice. In light of these discussions, this qualitative case study examines to what extent CLILTs incorporate language into CLIL, what language challenges they encounter, and how language can be integrated more effectively. The data were collected through semi-structured interviews with seven non-native English-speaking CLILTs in a Croatian secondary school. The findings suggest that CLILTs face challenges implementing the dual objective and, because of their inadequate (meta)linguistic competences, limited knowledge of discipline-specific discourse, and insufficient language awareness, they struggle to translate the CLIL approach into practice. Furthermore, the subject curriculum, which does not account for CLIL, drives their teaching. As a result, CLILTs rarely focus on language, or support language learning. This study reveals critical issues related to language in CLIL and proposes effective measures that could be introduced to provide high-quality multilingual education.