In the contemporary world, the acquisition of the English language is of paramount importance, on par with scientific knowledge. English serves as the language of instruction for numerous academic publications, the latest scientific breakthroughs, and international conferences. Moreover, it stands as the global language for education. One prominent method to facilitate this second language acquisition is Content and Language Integrated Learning (CLIL). This study centers on the evaluation of English language proficiency among students at K. Zhubanov Aktobe Regional University, distinguishing between CLIL students and Non-CLIL students. The assessment is conducted through a comprehensive survey, and the study delves into the positive impact of CLIL through interviews with the university's CLIL teachers. The study's findings unequivocally demonstrate that CLIL students exhibit a higher level of English language proficiency compared to their Non-CLIL counterparts. The interviews with CLIL teachers unveil several affirmative effects of CLIL on students, including enhanced English language skills, opportunities for international internships, academic mobility, and the ability to pursue further studies at the Master's degree and PhD study level.