Due to globalization, increasing internationalization as well as worldwide networks, knowledge of foreign languages has become inevitable among other aspects for communication. From a professionals point of view, language skills are slightly subject-specific. The traditional language teaching has its focus on grammar and style and not on developing professionally relevant language skills. Besides the traditional language teaching, content and language integrated learning (CLIL) can help to develop subject-specific language skills. However, CLIL is introduced in just a few schools in Austria. To foster the realization of CLIL in the Austrians business colleges, the following research issue is answered in this master thesis: How can bilingual education in economics be implemented at the business colleges in Austria? In the first part of the master thesis, the general basics of bilingualism in teaching are described. Besides defining the terminology, a historical review is given. Afterwards, the most important principles and models are presented. In the next section, CLIL as a special form of bilingual teaching is illustrated. In doing so, the 4 Cs-Framework is presented amongst others. In this framework the aspects content, communication, cognition and culture are identified as crucial for creating CLIL-teaching. In the third chapter, the education in economics and its significance for the Austrians school system is highlighted. After taking a closer look at the business colleges, an analysis of the curriculum and the educational standards is done. Building on this the design of CLIL-teaching based on the Weingartener model is presented. The focus lies on the methodical design. Therefore concrete examples are given. At the end, the chances and the challenges of bilingual education in economics are discussed.