t It has often been claimed that methodologies integrating the study of a foreign language with that of another non-linguistic subject (i.e. CLIL or CBI) lead to considerable advantages in both language and content learning. In order to investigate this claim in relation to postsecondary education, this paper reports an experiment in which the progress made by a group of university students who attended a CLIL-type English course was compared to that of a control group attending a traditional EFL course. The results obtained mostly confirmed the initial hypothesis that the CLIL group would outperform the control group, at least as far as more communicative skills were concerned.