This monograph investigates the integration of Content and Language Integrated Learning (CLIL) into Legal English instruction as a means of developing professional lexical competence among first-year law students at Tashkent State University of Law. Drawing on theories from applied linguistics, ESP (English for Specific Purposes), and cognitive psychology, the study conceptualises legal lexical competence as a multidimensional construct encompassing recognition, production, and functional use of specialised terminology. The research proposes and implements a CLIL-based instructional model designed to enhance students' acquisition, retention, and contextual application of legal vocabulary. Employing mixed methods, the study involved pre- and post- testing, classroom observations, and learner reflections over two semesters. Quantitative results indicated significant improvement in both receptive and productive lexical skills, while qualitative findings revealed heightened learner motivation, autonomy, and legal reasoning abilities. The findings confirm that CLIL-based instruction fosters deeper conceptual understanding, improves the precision of legal language use, and aligns foreign language learning with disciplinary knowledge acquisition. The monograph concludes with pedagogical implications for legal education in Uzbekistan, recommending curriculum integration of CLIL strategies, development of corpus- based materials, and sustained teacher training in interdisciplinary methodology.