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00925njm 22002777a 4500 dc Durán Martínez, Ramiro author Beltrán Llavador, Fernando author Martínez Abad, Fernando author 2022 Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programs. Using content data analysis, we have detected the most frequently used terms in the teachers’ answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programs and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance. Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F. (2020). Training priorities in primary education bilingual programmes in Spain. European Journal of Teacher Education, 45(3), 303–319. https://doi.org/10.1080/02619768.2020.1827387 0261-9768 http://hdl.handle.net/10366/160719 10.1080/02619768.2020.1827387 1469-5928 Bilingual education programs Primary education Training Teacher education CLIL Training priorities in primary education bilingual programmes in Spain