One of the important goals of Vietnamese tertiary education is the acquisition of CLIL (Content-and-language
integrated Learning) skills. In order to be successful in the national and international labour market, tertiary education students need to acquire both English as international language skills and discipline-specific knowledge and skills at high functional levels. This paper reports study results using a quantitative method in which data were collected from a questionnaire from students in CLIL programs at a public university in Vietnam. The findings will provide additional relevant research evidence on student perceptions of CLIL instruction practices in Vietnam which could contribute to the sustainability and future development of dual-focused programs.