This study explores the implementation of an adapted form of Content and Language Integrated Learning (CLIL) in primary schools as it is utilized to support the teaching of English to young learners (TEYL) in Indonesia. Three teachers of well-established public primary schools in one of the municipalities of East Java province participated in the study due to their experiences in integrating subject content and English in day-to-day classes. The data collection was conducted using classroom observations, in-depth interviews, lesson plan analyses, and a questionnaire about how CLIL core features were integrated into the class. The results revealed that the teachers performed some core features of CLIL, as defined by Mehisto et al. (2008), such as multiple foci, active learning, scaffolding, and cooperation. However, the teachers reflected that cooperation between content and language teachers should be enhanced to improve CLIL materials. In addition, the teachers argued that they needed more training to improve their competence to conduct effective CLIL practices. The practical application of the current study is summarized in the presentation of some pedagogical suggestions to offer a more efficacious learning process, especially in TEYL practice. Hence, the emerging outcomes of the study should serve as practical guidance for the improvement of TEYL activities by adapting CLIL in the primary schools of Indonesia.