The Erasmus project is an integral part of internationalization of activities of CEVRO Institute which - among other goals - seeks to increase the volume of academic exchange. CEVRO Institute is particularly concerned with the goal to increase the number of outgoing students who were outnumbered by incoming students in the past few years. Since CEVRO Institute started its participation in the Erasmus project couple of years ago, we have seen a step-by-step progress in targeting this goal. Our students are now much more and better informed about the Erasmus project and students in general know that they can take the opportunity of our Erasmus projects. We have also recently up-dated and modernized our websites where the Erasmus program is advertised (http://www.vsci.cz/cs/clanek/studijni-pobyty-a-staze/). Although the number of potential candidates for student motilities abroad did not increase heavily, a rise of such students is visible. In addition, whereas in the past years we had to encourage students to take the opportunity to study abroad, now students are more active and contact our International office. In sum, we have seen an improvement as regards the overall dissemination of information on the Erasmus program among students of CEVRO Institute. Our strategy to increase the number of outgoing students is assisted by our activities in teaching foreign languages, especially English. The English language courses as well as our English-taught courses on economics, politics or law help encourage students to practice their English and study abroad. This strategy goes hand in hand with our goal to run a purely English-taught degree program. The major goal of the Erasmus project was to send about 8 students and 2 teachers to our partner universities abroad. We achieved our goal as far as students are concerned - 9 students in total spent their semesters abroad: 2 (Spain), 1 (UK), 3 (Germany), 1 (Hungary) and 2 (Sweden). Our students traditionally choose countries from Western Europe, whereas they are on balance highly unlikely and unwilling to travel to our partner universities located to the east from the Czech Republic, which is also clear from the overview of our outgoing students and their destinations. Although the students can easily get information about all the partner universities on their web-sites, it seems that the major criterion for choosing university abroad is location and language used for teaching. Thus, students tend to clearly prefer universities in Umea (Sweden), Buckingham (UK) and Mannheim (Germany). Only rarely students pick universities in Hungary, Lithuania, Poland, Romania or Turkey. The second part of the project was concerned with supporting our academic staff to teach abroad. We have had only one teacher (originally we planned two) who taught at a partner university. We repeatedly face three major constraints related to staff mobility for teaching activity: a) difficulties of partner universities to integrate our teachers' topics of lectures in their curricula and also find suitable time slots for the guest lectures, b) low degree of willingness of our staff to teach abroad as they are overwhelmed with their duties at CEVRO Institute and elsewhere. They have also family and other personal reasons not to use the advantage of teaching abroad; and finally c) language barrier as some of the teachers do not have sufficient language skills to teach abroad. We nevertheless keep promoting the Erasmus program among our staff and we believe we will be able to send out one or two teachers abroad every year. The program Erasmus is used as a tool to achieve our long-term goal which is to make the study abroad experience an integral part of the study in degree programs at CEVRO Institute.