| The idea of Content-Based Instruction (CBI) took its root in immersion education in Canada in the 1960s. It begins to attract increasing attention of Chinese researchers and scholars recently. However, few take into account how CBI can be integrated into the existing College English course systems. The purpose of the study is not only to explore how to develop a feasible CBI-embedded course system, but also to envision how CBI can be enacted in the language classroom by giving solutions to problems previous studies in CBI has encountered such as selection of teaching material, balance between content learning and language acquisition, collaboration between subject matter teacher and language teacher, the role of language teacher, course assessment, etc.Quantitative research was adopted so as to provide powerful and convincing answers. A collection of tests (pretest and posttest), which were conducted to experimental group and control group, indicated that the experimental group was superior to the control group in the overall English proficiency especially the listening ability when the experiment came to an end. Results from questionnaires proved that a majority of students were satisfied with the CBI course. It can be concluded that it is feasible to integrate the CBI course into the foundation stage College English curricula since it not only activates and develops existing English language skills, but also promotes the acquisition of content knowledge.
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