This chapter acknowledges the practical obstacles that teachers and institutions face when implementing CLIL-PE. One major challenge is teacher preparedness: many PE teachers feel insecure about their language proficiency, lack suitable materials and worry that language explanations will cut into active learning time. The chapter calls for targeted professional development that builds linguistic confidence and demonstrates concise language scaffolding techniques. Common implementation challenges—such as cognitive overload, inconsistent program design and insufficient institutional support—are discussed. Illustrative cases show how schools have adapted CLIL-PE to local contexts through teacher collaboration, community engagement and incremental implementation. The chapter concludes with research priorities: conducting longitudinal studies on language and motor outcomes, examining the interaction between motivation and language anxiety, exploring technology-enhanced CLIL-PE, developing teacher-certification pathways and designing integrated assessment frameworks. These recommendations aim to guide policymakers and researchers toward evidence-based expansion of CLIL-PE.