The following thesis deals with the topic of content language integrated learning (CLIL) in religious education. The concept of English as a medium of instruction in schools is on the rise since the early nineties. Especially natural scientific subjects use CLIL. However, teaching religious education through English is not very common in Austrian schools. Therefore, this thesis tries to find reasons for and against bilingual religious education. The first part of the paper examines the findings of literary research to that matter. It investigates various definitions of CLIL, the development of CLIL in Austria, the law concerned with English as a medium of instruction in schools plus the advantages and the disadvantages of teaching content in English. Following this, it focuses on bilingual religious education. It highlights religious education as a communicative process and then discusses the benefits and drawbacks of teaching religious education through English. The second part of the thesis is dedicated to qualitative research. The research question for the empirical part of the paper is as follows: Should bilingual religious education be taught more often in Graz?s schools and what can be done to encourage English as a medium of instruction in religious education in schools of Graz? To answer this question, experts on that topic were interviewed.