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Due to the necessity of English knowledge for international education, business, and travel, students, parents, and educators have made English language learning a priority from an early age. However, traditional English as a foreign language (EFL) classrooms are no longer the only option. Types of classes which integrate language learning and course subject material are becoming more common throughout Europe and worldwide. This study aims to investigate the relationship between students' participation in nonlanguage (e.g., math, science, history) classes taught fully or partly in English and their use of English during free time activities. Data collected from a large-scale survey of 1,403 Czech lower secondary students from different types of schools is examined. About half of the students in the sample came from public or private multi-year grammar schools, which are generally prestigious and selective institutions. The other half of the students came from public or private basic schools. Findings suggest that students who participate in Content and language integrated learning (CLIL) and English as a medium of instruction (EMI) classes are overall more likely to engage in English-related free time activities and are significantly more likely to participate in activities that require active communication with other English speakers. Thus, these CLIL and EMI students use English in free time activities more often, which further supports their English knowledge and skills. These students also are more likely to hold a certificate in English and more likely to use English for active communication. In future research, the role that socio-economic status (SES) plays in free time activities and CLIL and EMI participation is examined, as it is possible that both activities are supported by highly-educated, high SES parents. [For the complete Volume 20 proceedings, see ED622631.]