Our plan for seven learning mobilities of Primary Teachers for staff training in the fields of Pedagogy and Didactics, Teaching and Learning of foreign languages and Human Resource Management, in the Czech Republic, Ireland and Malta had been developed taking into account national and European criteria, along with the personal needs and priorities of the participants. Regarding the national criteria, we considered, on the one hand, the New School learner-centered concept, and on the other hand the New School concept which allows teachers to enrich Curricula and to create their own resources and materials. The latter presupposed the development of innovative teaching methods to help the teachers get through challenging times and address the particular socio-economic conditions of their country. The learning mobility activities of Greek teachers abroad had been an important motive to support our role as full and equal members of the European Union, who are in a position to help promote the development of the European Union. One of the basic components of our plan has been to maximize the European Added Value of our school and to promote active European Citizenship in our teachers. The personal criteria of our plan referred to the inner need for Lifelong Learning and professional development, the need for the improvement of teaching, linguistic and management skills, and, finally, the need for increased motivation and self-esteem. The main aim of our plan was to provide our teachers with quality training abroad which would enable them to master the needs of a European school of the 21st century by encouraging creative thinking and by promoting innovation in the learner-centered classroom. The objectives of our plan were to the improvement of teaching skills, the optimization of new learning tools and the broader understanding and exchanges of good practices of different European educational systems. Moreover, our plan aimed to refresh and improve linguistic competences in English, thus boosting confidence of our teachers in using a foreign language to organize and implement European projects and mobility activities for them and their students. The participants were devoted knowledgeable teachers of Greek language (including the headmistress of the school and a Special Needs Education teacher), an English teacher and a P.E. teacher. All of them had a strong motivation for lifelong training for professional skills upgrade. The main activities of our plan were carefully chosen training programmes for our teachers by course providers in the fields of Pedagogy and Didactics, Teaching and Learning of foreign languages and Human Resource Management. The follow-up activities were the evaluation and classification of our collected materials and the broad dissemination of the outcomes. We used open, democratic, cooperative methods to carry out our project. The reached results have been the professional development of participant teachers, the incorporation of creativity and innovation in teaching, the improvement of the overall quality of learning in our school, the increased capacity to accommodate changes as far as modernizing and internationalizing our school is concerned, the improved foreign language teaching and learning competences, the promotion of multilingualism and intercultural awareness and, finally, the greater motivation and satisfaction in daily work. The project has had an impact on our school in terms of a more modern, dynamic, committed and professional working environment, of increased readiness to incorporate good practices and new methods to serve the needs of the students and of increased skills to function on an international level because of its enhanced European Added Value. The longer term benefits refer to the European opening of our school through cooperation with partners from other countries, through participation in other actions of European projects for the benefit of our students. Finally, we believe that our project has already increased our good reputation in the local and broader community.