An important profile of our institution is the high number of lessons in foreign language education. The students must learn two foreign languages (English and German or French) and a third language is taught in the last two years (Italian, German, Russian or Latin). In our language preparatory year the students have 10 lessons in their first foreign language and they start the second foreign language in 8 lessons per week. The purpose of the application for the Erasmus+ grant was to provide language practice for the significant number of language teachers. We agree that all language teachers need to update their language competence, in particularly in a native environment and to refresh their methodology competence. The other aim of the application was to help the language training of a few teachers who are specialised in other subjects than foreign languages. Unfortunately, this aim could not be fulfilled as the grant application was approved with limited number of mobilities. The title of our grant application, ‘The Basics and the Extras of Language Teaching’ meant to refer to the two types of courses for the language teachers. We hoped that each teacher would be able to participate in a general methodology course (~Basics) and also a shorter course focussing on their special interests, e.g. civilisation, culture, music, folk traditions, etc. (~Extras) The latter was realised in only one case due to the limited number of approved mobilities. All in all, the project is considered to be highly successful and all participants are grateful for the opportunity they received. A total of 15 teachers took part in the project in 16 mobilities. The project coordinator participated in two mobilities as he was also involved in a course on civilisation according to his field of interest. The teachers of English participated in courses in the United Kingdom, with two teachers in Northern Ireland. The French teachers’ training was in France. The teachers of German were trained in Germany or in Austria, with one mobility taking place in South Tirol, in the German-speaking province of Italy. The usefulness and effectiveness of the project are clearly expressed in the oral accounts and in the written dissemination works of the participants. The colleagues cited new types of methodological knowledge as the most relevant yield of their training. Culture-related studies and emerging new professional relationships are also mentioned among the major achievements, while personal competencies also greatly improved. The benefits of training in addition to those listed above have resulted in the improvement of ICT skills, since almost all courses included the use of a couple of popular computer applications, websites, or IT devices. The new skills and the application of new methods are useful in the classroom as they provide motivation for the students. All the participating teachers have a university diploma and most have significant teaching experience of 10 or 20 years. Several teachers participated in individual Comenius teacher training programmes prior to the Erasmus+ programme. The English and the French teachers participated in Comenius student mobility programmes and some of the English teachers are currently working on an Erasmus+ student mobility project. Even though the student and the teacher mobility projects are independent of each other, both initiatives serve the further development of the school’s international relationships and effective language teaching.