This action research project aimed to investigate an ESL teacher's strategy of using the content-based instruction (CBI) method to increase student interaction in an English class and to examine the students' reactions to this approach. Based on the teacher's self-critical reflection, classroom teaching observations were conducted. At the end of the semester a questionnaire was given to students to obtain their response to this method. The findings suggested that the information gap was one factor which supported the initiation response and feedback (IRF) structure used by the teacher to trigger interaction in the classroom. Video footage also provided evidence that the majority of the students were willing to make an effort to interact in English, and the survey analysis showed positive responses from the students. In spite of the positive outcomes, the teacher's lack of skills in code-switching between the students' first language (L1) and the target language (L2) and selecting CBI learning materials relevant to industry are issues for consideration in further research and practice.