As English becomes more widely used as a lingua franca around the globe, there has been a range of effects for both teachers and students. Students are learning English at younger ages and as students move on to higher levels of schooling, teachers might use English textbooks in their content courses. In Taiwan, this global trend is occurring at a time when a new curriculum for grades 1 to 12 will call for increasing cooperation between teachers of all subject areas. Given the current context, this study aimed to investigate how a small group of English teachers in Taiwan used a content and language integrated learning (CLIL) approach to introduce basic chemistry content to elementary school and junior high school students in summer science camps held in 2016 and 2017. Despite their initial anxiety about teaching a science class using English, the teachers successfully implemented science English classes after a planning process that included a lab visit, exposure to possible resources, and various rounds of discussing and fine-tuning lesson plans. Reflections by the teachers on this experience showed that English teachers are willing to move out of their comfort zones to explore a new field of study if proper support can be provided. This paper concludes by highlighting the importance of interdisciplinary cooperation among teachers.