The fact that our school has never taken part in international projects and the essentiality of the step that our school have to take for its development were the main reasons of our project. Our teachers felt inefficient while speaking and writing in English and courses,seminars in Turkey ,that they have attended, didn't make difference. Those were the first obstacles we have faced. First, we had to eliminate them to become active partcipant in international projects. Thus; we thought that to improve our teachers should be our first step to make our school internationalize. Participants for the course was selected among the efficient volunteers. Participants graduated from university as primary-school teachers and their foreign language traning wasn't efficient. They couldn't speak English and couldn't write international projects. Their levels in English were A2. To refresh their knowledge and make them more equal, sixty-hour preparatory language training was given by the English teacher of the organisation voluntarily. Crucial information on traveling and course was given. The main goal of the English training course in England was to start developing participants oral fluency and their communication skills in English. After the course, they became more willing to participate in international projects and they became more efficient in e-Twinning projects. Before the activity, learning agreement and mobility certifiate was prepared. Job-shadowing activity was the answer for our English teacher who felt inefficient academically because of the diversified curriculum. In our newly-changed curriculum, English has been taught in second grades, our teacher didn't feel herself efficient and wanted to develop herself. In Finland, by the help of the forms that were prepared with partner school, our teacher could observe the classes. In this way, she could see the differences between two education systems and she could be in touch with the colleagues who are more efficient in teaching English to young learners. After the activity, partner school's and our school' s authorities evaluated the participant teacher. Besides, our teacher found the opportunity to meet other colleagues from other organisations and they could prepare Erasmus+ KA2 projects drafts together. After our two activities, evaluation meetings were held in our school. Evaluation questionnaireses were sent to both to course authority and partner school authority. Several activities were prepared for the student with the pictures and videos. E-Twinning project , planned with partner school, were designed. As a second step our teachers , attending the English course, have began to create KA2 projects drafts and are ready for writing projects. Seminars were held in our town for our colleagues. Activity videos will be shared with other schools. Project website and the social media were used to inform everyone about or project. In conclusion; our school is ready for international projects and teachers who feel more efficient are, now, able to help our school to develop.