In the rapidly changing and dynamic field of primary education, pioneering methodologies coalesce with more traditional forms of learning. Here, two recently introduced innovative approaches within education include Content and Language Integrated Learning (CLIL) and education in Science, Technology, Engineering, Arts, and Mathematics (STEAM), which exist as increasingly adopted approaches alongside the longstanding educational component of storytelling. While extensive research has been conducted on these separate areas, there is a gap in the literature in cases where all three converge. In the present study, 16 members of teaching staff from six primary-level plurilingual schools from Spain, Malta and Poland describe their experience of implementing story-based learning situations with in CLIL and STEAM environments. These accounts, based on recorded semi-structured interviews involving qualitative analysis, including the use of N-Vivo software, point to a series of advantages of the model, ranging from enhanced collaboration, motivation and meaningful learning; at the same time, the study highlights limitations, including the need for training, high levels of coordination, and the availability of resources.
