In the context of ongoing reforms in higher vocational education and deepening international cooperation, bilingual instruction has emerged as a crucial channel for cultivating high-skilled talent with global competitiveness. However, issues such as the disconnection between professional content and language instruction, as well as low student engagement, remain prominent. This study examines the application of Content and Language Integrated Learning (CLIL) methodology in bilingual course instruction, using the “Intelligent Financial Decision-Making” course as a case example. By analyzing the compatibility of CLIL with the characteristics of vocational education, this paper explores its implementation across five dimensions: curriculum restructuring, task-driven learning, resource integration, interactive support, and bilingual assessment. The findings from the teaching practice indicate that CLIL can effectively enhance students’ professional competencies, language proficiency, and overall employability skills, thus providing a viable approach for the development of bilingual courses in higher vocational institutions.