For decades our centre of adult education (CVO) has offered courses that mainly appealed learners with more social and personal development purposes than professional. A few years ago the board of governors decided to offer more professional courses, herewith better anticipating current policy trends. However, this change requires a mindshift from teachers not only content-wise but also in teaching approach. Moreover because of this transition, we now have more differentiated class groups. Again this calls for a didactical change. Using a participatory method, the whole personnel group mapped out different points of improvement. From this, we extracted three tangible improvement programmes: collaborative professional learning, didactical professionalization, and differentiated approach in the classroom. A maximum commitment on expertise development of teachers through international mobility, guided by the three plans of improvement, should in the end lead to an enhanced learner satisfaction, a higher influx of professional purpose learners, a higher progress of graduates to the labour market, and finally an enhanced satisfaction of the labour market regarding graduates of our centre of adult education. The various mobility programs have been chosen carefully, based on the aforementioned improvement plans supplemented with specific needs of subject areas. Hence two language teachers will develop specific differentiated language didactics expertise through job-shadowing in Denmark, two hair & beauty teachers will develop specific differentiated professional didactical skills regarding hairdressing by job-shadowing in the Netherlands. Four teachers will attend an international course related to one of the aforementioned specific improvement programmes, viz. differentiating through ICT (Finland), intergenerational differentiation (Portugal), educational models for professionalization (Austria) and professionalization and lace (UK.) Finally one teacher will develop expertise on the specific didactics of photography in adult education through a teaching assignment in Italy. Although this application is quite heterogeneous each mobility application is linked to professional collaborative development, differentiated approach or professional didactics. The nine participating teachers will be selected on motivation, attitude, prior knowledge and involvement before, during and after the mobility. After all, teachers are expected not only to prepare the mobility together with their team and fellow-colleagues; they also play a pivotal role with regards to the internal dissemination of the mobility results. The results of the mobility will also be shared with other centres of adult education by organising a good practices exchange day, distribute the developed “virus card” (a tool to transpose collaborative professional learning into personal development goals), share the learned innovative didactical approaches and the model of collaborative professional learning developed by our centre of adult education on regional meetings and learning networks. Finally this exchange is an important stepping-stone for further long-term collaboration with other European adult education partners.