This qualitative research study explored how content and language integrated learning (CLIL) could be implemented to benefit English-major teacher candidates in Vietnamese higher education in terms of enhancing their sense of learning value, competence, autonomy, and relatedness. Despite some existing struggles during the implementation, the authors were able to identify and resolve problems of traditional approaches by developing the teacher candidates' sense of social justice in their teaching and learning. Findings, discussions, and implications are presented at the end of the article.