Considered an innovative teaching approach that has a dual focus, Content and Language Integrated Learning (CLIL) offers a possibility for learners to improve their knowledge of both the subject content and language ability. While CLIL is usually implemented in European countries, it is now becoming more popular also in Asian countries like Indonesia, especially in schools incorporating an international curriculum. These implementations, of course, pose many challenges, especially for non-EFL teachers who are not accustomed and well-equipped to teach in English. Using a narrative inquiry framework, this ongoing research seeks answers to two research questions: 1) What is the lived experience of the non-EFL teachers teaching subjects in English? 2) What are the difficulties of teaching subjects in English? The researchers hope that the results of this study will provide practical suggestions on how to assist non-EFL teachers to be able to support successful CLIL implementation.