The current project arises out of perceived needs regarding continuing professional development, since the students’ educational and training excellence is achieved through high-quality teaching practices. Therefore, there is a strong commitment to teachers’ mobility with a view to enriching training in linguistics, due to its potential to inspire a greater involvement in cultural, communicative, and innovative undertakings in all subject areas, along with a greater and increased awareness of and participation in the European project and as European citizens, stimulating both directly and indirectly the school’s international standing. The main objectives are the development of new teaching methods and educational tools; a more efficient management of linguistic and communicative skills; opening up the way to the international arena; the development and application of new skills, via the promotion of creativity and innovation. These objectives stem from the engagement with the European dimension to be nurtured in the school community to raise awareness among teaching and non-teaching staff that, besides being integrated in the Portuguese geographical area, there is a common European dimension, not just physical but also symbolic, which imprints its own cultural matrix. Similarly, all the aforementioned objectives fulfil the purposes of the School’s Educational Project (SEP). As a result, two teachers have been selected for mobility, both with extensive experience of international projects and whose management and organization skills along with the ability to communicate and disseminate the results are an invaluable asset to the execution and completion of the project. Both will undertake activities with a view to their continuing professional development, one in English, through a course in “Teaching English for Academic Purposes” (to promote the international standing not only of the school but also of its students, opening the doors to their international training), and the other in Greek, through the course “Integrated Programme of Greek Language and Culture” (to promote a minority language, the culture at its root and from which it stems, with implications for their own native language and for their sense of belonging to a common European matrix). Regarding the project methodology, initially, the teachers’ and the school’s needs were diagnosed; then, their objectives were formulated and the strategies to select the teachers involved were devised. All the components involved in preparing and managing the project were outlined; subsequently, the main activities and their monitoring were defined. These activities, since they concern teachers’ mobility, have been scheduled in order not to coincide with the term dates and to benefit next year’s lesson planning as well as the SEP, a fact which should be taken into consideration. Finally, the potential impact of its completion, the means and activities related to the dissemination of its results, the assessment methods in all its stages were laid out. At all times, the SEP and its Vision Statement were taken into account, always grounded on a perspective of greater European integration and international projection. Among the desired results and impact, some features must be emphasised: the teachers’ acquisition and development of skills, knowledge and methodologies will be duly certified and will have a direct impact on their teaching practices. It is expected that the intercultural communication and the exchange of ideas will enrich both the teaching-learning process and the school’s environment. Intercultural communication and dialogue (in its widest sense) provide crucial foundations for any teaching and training practice. The school is expected to benefit from participating in Erasmus+, inasmuch as it builds on its continuing engagement with the European reality (extended to the whole school community), in a gradual process of international standing and visibility. Better qualified teachers with more diversified CVs prove invaluable assets to any academic institution. Equally, the teachers’ development and improvement of scientific, cultural, linguistic, personal and relational skills will definitely contribute towards their students learning and mastering new skills. Furthermore, teachers who disseminate the European culture and identity among their students engender in them the feeling of belonging to a common cultural matrix and the awareness of being European citizens. In the long term, through internal dissemination among the school community and its network of contacts, the anticipated outcome involves ongoing participation in European projects and in establishing international partnerships and contacts. In the final analysis, raising young people’s awareness of belonging to a European sphere at the earliest possible stage will certainly contribute to the stronger cohesion of a Europe which is diversified by nature.