In a growing number of Japanese universities, initiatives to offer more content subjects in English have extended to required English language courses, with Content and Language Integrated Learning (CLIL) being the approach that has received increasing attention. This presentation reports on a study (from a joint, three-year research project at Toyo Eiwa University) which tracked the development and implementation of a CLIL course on global politics and society in a one-year, required, sophomore English class. The presentation begins by explaining the curriculum design stage, discussing curriculum rationale in reference to competences required in an increasingly globalised society and how legitimacy of subject content was established. This discussion is illustrated with examples of materials, assessment tasks, and structural cooperative learning activities. Next, drawing on the qualitative and quantitative data collected from the 12 students on the course, the presentation reports on how they reacted to weekly classes; their evaluation of the topics, materials, assessment, and activities in terms of usefulness, enjoyability, and difficulty; and, importantly, their recommendations for improving future courses.