The 2nd Gymnasio of Lavrio is a multicultural and multilingual environment which makes the use of the English language essential for the communication and understanding between the school teachers and the foreign students. The effective use of English forms a communication bridge for our students (both Greek and foreign) as future European citizens and for our school as a European organization. Additionally, the use of information and computer technology is critical to the teaching of all school subjects. The aim of our project was to improve the quality of our teachers’ knowledge of English and computer technology, potentially enabling most school subjects to be delivered in English, something that could be of benefit to all of our students, both Greek and foreign. The British college ADC was the host institution for the training in the educational CLIL (Content and Language Integrated Learning) approach. The four participating teachers are between 40-54 years of age, teach different subjects, are familiar with computer technology, have had many years of teaching experience, good knowledge of English, have been permanent staff of the school for at least six years and can guarantee the continuation of the school tradition in offering knowledge and culture to the young population of Lavrio. The training was organized and hosted by ADC College and included: 1. Development of Language Skills in English. 2. Communication Activities. 3. Planning and Support of the Learning Process. 4. Content and Language Integrated Learning (CLIL). 5. Finding and using online teaching material. 6. Planning and teaching using CLIL. The four teachers gained or improved their skills in the aforementioned activities. The results of the training were evaluated and disseminated at the beginning of the school year 2015-2016, through model teaching sessions applying the CLIL approach. These model teaching sessions took place in the 2nd Gymnasio of Lavrio and were delivered by the four trained teachers. Students at the end of each session were given an assessment sheet and were asked to evaluate the course. Several colleagues, belonging to the school staff, after having attended the model teaching sessions, discussed their impressions and results with the team of the trained teachers. There were some more teaching sessions delivered to other schools in Lavrio. A comprehensive review, a discussion and an evaluation on the project were conducted by the teachers’ board at the end of the project period. The teacher team signed in to the electronic eTwinning platform which as a first step was used to communicate with other teachers interested in the CLIL approach. Then, the CLIL teachers group was formed, and teaching materials, photos and comments about our courses were posted. The CLIL group numbers 19 members already (since December 2015) coming from several countries of Europe. The exchange of teaching materials, ideas and best practices is an ongoing process. The impact of this project is very important. The school’s teachers' association has shown a particular interest in the CLIL approach. Their comments were positive and constructive. The school through the eTwinning website and the CLIL teachers group has started communicating on the educational CLIL approach. There have been contacts to continue this action and future plans for a KA2 mobility that involve cooperation with other European schools. This project has created an opportunity for communication with other schools and teachers in the Lavrion area. Teachers involved in the project have acted as multipliers of their experience and intend to further this cause, both in the 2nd Gymnasio of Lavrio and other schools alike. The implementation of the CLIL approach has received a warm welcome and very positive feedback from parents and other members of the local community. The results of the project have been published on school websites as well as local newspapers, both in printed and electronic form. Overall the students have accepted the new educational CLIL approach with enthusiasm and expressed their interest in expanding its use to other parts of their curriculum. The students have actively participated in the teaching process and the results of their evaluation sheets indicate that these courses help them learn better, are easy to understand and hold their attention undivided. The response of underprivileged students has been very positive, reinforcing the effort to create equal opportunities and contributing to the seamless integration of these students into the social web.