Since the Taiwan government launched the Bilingual National 2030 policy in 2018, primary schools have been encouraged to teach non-English subjects using content and language integrated instruction (CLIL), where the language is English. For example, schools need to compete for extra funding by transforming traditionally Chinese-taught courses into CLIL courses. However, very few primary school teachers are confident and competent in adopting CLIL, and many express concerns about their insufficient English proficiency. To address teachers’ concerns, this study aims to provide primary school teachers with CLIL training and understand to what extent such training benefits teachers. Data are collected from recordings of the CLIL workshops and class observations. In this presentation, I will report some preliminary findings, some methodological challenges that arose from the collaboration between university researchers and primary school teachers, and how these challenges were resolved.