This study aimed at investigating the effectiveness of using the CLIL approach to develop student teachers' EFL receptive skills. The study followed a pre-post experimental one group design. The participants were 38 third year students enrolled in English Language section, Faculty of Education, Benha University. To determine the most important and required EFL receptive skills for the participants, a checklist of EFL receptive skills was developed and validated by a number of EFL jury members. A pre- and a post EFL receptive skills test were prepared. Students were pre-tested, to identify their entry level of EFL receptive skills. Then, they were trained through the suggested CLIL-based program on how to develop their receptive skills (listening and reading) and trained adequately through its main four phases (processing the text, identification and organization of knowledge, language identification and tasks for students). The post-test was applied to the participants to assess the progress in their level of performance in EFL receptive skills. Findings of the study revealed that there was  statistically a significant difference at 0.01 in the pre- and post-assessment of EFL receptive skills in favour of the post-assessment.