Content and Language Integrating Learning (CLIL) and, at tertiary level, Integrating Content and Language in Higher Education (ICLHE) are dual-focused educational approaches that aim to facilitate both content and language learning. While ICLHE or CLIL in higher education is a popular integrative pedagogical approach in other contexts such as European institutions, it has rarely been adopted by Korean universities. This study examines a Korean science and engineering university's endeavors to provide integrated content and language education. At the university, undergraduate classes with a content-language integrated approach are offered for newly admitted students in five subjects of biology, chemistry, math, physics, and programming, whereas graduate classes with such an instructional approach are offered as discipline-specific scientific writing courses. In order to discover what these undergraduate and graduate classes actually entail, content analysis of course materials, such as syllabi, lesson materials, and test materials, was conducted. To examine students’ and professors’ opinions on and levels of satisfaction with the courses, questionnaire surveys and interviews were performed. Overall, the classes were run successfully, with students and the instructors showing high levels of satisfaction. The study discusses the strengths and weaknesses of the classes and makes suggestions for their improvement.