The Project “Empowering the Acquisition of Students’ Competences for better opportunities through Multi -Lingualism/Culturalism“ relates to our region’s particular social and cultural context. At the time of writing, Sardinia is undergoing a severe economic crisis and an unemployment emergency especially among young people, the youth unemployment rate being beyond 50%. On the educational point of view, Sardinia ranks among the lowest in relation to OCSE-PISA , INVALSI surveys and the highest for Early School Leaving whose rate exceeds 25%. “Media Rosas” is a lower secondary school (ages 11-14) which has 852 students and 87 teachers. It is highly influenced by the poor social and cultural context, however, statistics show better outcomes in terms of students’ attainment and of early school leaving when compared to Regional Standards. The school has started a process of renovation and upgrading of its technological equipment and has provided each classroom with an Interactive Whiteboard, in addition to various laboratories. At the same time, teachers are following training courses to be better able to use these technologies, but also to improve didactics, student participation, research and communication. It has also carried out a number of cooperation and international exchange projects. The headmaster and 14 teachers (15% of the teaching staff) will take part in the Erasmus+KA1 project: 4 English teachers, 8 teachers of different disciplines and 2 staf. Their level of English range from A2 to C2. The main goals are for all teachers to improve the students’ 8 key competences, to empower their motivation and to be able become involved in exchange projects at European level. According to the school’s development plan, the action is based on three related areas: tools for inclusion and against early school leaving; linguistic strengthening; use of ITC for teaching. The following activities are planned: methodology courses (Learning to learn and Empowering Learning Motivation); CLIL courses; courses on school organization and leadership. All courses have a strong multicultural dimension and some of them include an attachment in an English school. For all participants there will be a preparation phase for the specific required course. The course provider will provide both a preliminary analysis of the linguistic level and the materials to master before the beginning of the course. Upon completion of the course each participant agrees to submit the outcomes of his/her experience within structured training sessions and will share with the whole school tools, methods and competences acquired. With this project we expect to achieve significant results in terms of teaching improvement and ability of planning experiences with schools in other countries. In particular, we immediately expect: improvement of at least one level in the English language skills of the participants; expansion of the use of ICT and social media for teaching in all classes; the inclusion of CLIL methodology; use of e-Twinning in as many classes as possible; active participation of all teachers to “European” projects, through the Erasmus+KA2 but also without European funding. In the long run we expect that “European” planning will become an essential part of our curriculum, not only as a school but as individual teachers. We also expect that this training action will induce a process of non-stop training and a rethinking of teaching and school organization, with an open mind towards new instruments and more and more opportunities for cultural exchanges and contacts (also virtual) with realities different from our own. The ideal goal is to build a learning community that includes students, teachers, staff, parents, to give up the model of simply passing on notions and move towards a more modern model of cooperation in non-stop learning and co-construction of knowledge and competences.