Abstract
This quantitative and qualitative mixed study aims to provide a glimpse into pre-service Chemistry teachers' attitudes and perceptions concerning content and language integrated learning. Study employed 120 first, second-and third-year students of State Pedagogical University who study Chemistry in English (after Kazakh and Russian), which is their L3. The findings revealed that at the beginning of their academic path, students develop a more negative attitude towards learning the subject in English for several reasons, namely, the uncertainty of their roles, being content or a language teacher, lack of confidence in language and teaching methods employed. However, it was further revealed that by their 3rd year at university, students gain awareness of the importance of learning content through English. They believe that, despite the various challenges they face while studying the subject, better educational and employment opportunities become available for those subject teachers who deliver their lessons in English.