The promotion and practice of bilingual education in Taiwan are sometimes met with doubts and even resistance from classroom teachers, and one major reason is the lack of confidence in their target language competence in teaching CLIL lessons. This presentation will argue that a CEFR minded rhetoric about bilingual teachers’ target language competence requirement actually does a disservice in the promotion of bilingual education. I will discuss different aspects of bilingual teachers’ target language competencies, and provide suggestions for teacher preparation institutes and government agencies to better support teacher’s professional development in this respect.