The preliminary research explores the implementation of the CLIL (Content and Language Integrated Learning) method in seventh-grade Biology classes at two primary schools, employing activating teaching methods. This paper comprehensively describes the CLIL method, including its historical background, various forms, types, and objectives. We analyze the advantages and disadvantages of CLIL, along with clarifying the role of the Biology teacher within this pedagogical framework. The study involves preliminary research conducted in two different elementary school classes: one without a specific language focus and one where students have a higher language proficiency. The main objective of the study was to determine changes in student attitudes following the implementation of the CLIL method. Through data analysis in action research, pre- and post-questionnaire, the study aims to identify any shifts in student attitudes after lessons conducted using the CLIL approach with activating teaching methods. Additionally, the research includes an analysis and evaluation of student preferences regarding the instructional methods used and the challenges faced by educators in implementing this method.