The recent implementation of Content and Language Integrated Learning (CLIL) in the fifth and final year of secondary schools in Italy carries with it a number of important implications for teachers, students, and policymakers. This paper seeks to demonstrate that at the local, national, and supranational levels, CLIL raises questions about education quality, access, and equity. Italy’s CLIL mandate is conceptualized here as a national language education policy situated within the larger European plurilingualism discourse as defined by the goal of “mother tongue plus two.” This discussion also seeks to demonstrate that CLIL, as it is conducted in Italian secondary schools, requires more than scarce national funding and local-level expertise in order to be implemented successfully.