This paper submits the results of a European study on in-service teachers' perceived major training needs in order to adjust to a bilingual education model. Surveys covering 706 informants across Europe, enabled a thorough identification of teachers' training needs in terms of linguistic and intercultural skills, of theoretical and methodological features based on the novel choices linked to Content and Language Integrated Learning (CLIL), of teaching materials and resources, and of continuing professional evolution. A comprehensive diagnosis of where we nowadays stand in this preparation process for European CLIL models is offered.