The authors analyze the teaching contents of CLIL courses, evaluate the learning outcomes and professional development opportunities offered by these courses and comment on their implementation in the training process with account of the current practices implemented in European universities. Approaches to CLIL course content planning and design, methods and tools of students' performance assessing, and suggestions on lecturers' retraining are investigated within this paper. Specific features of CLIL courses are revealed by the authors. The research performed allowed elaborating the conceptual scheme of a CLIL course. The authors come to the conclusion that implementation of CLIL in educational process of higher schools is rather perspective area.