Our school, La Palma Secondary School, is located in La Palma del Condado, Andalusia (Spain). It is a public school with 68 teachers and over 1100 students. Since we took part in the Comenius Project, 2011-2013, our school community has been deeply interested in participating in activities with other countries. Due to the wide variety of courses in our school: Compulsory Secondary Education, Upper Secondary (A levels), Vocational Training and Adult Education (both classroom/attendance and semi attendance/blended), we thought those kinds of activities could have a great impact on the students, so our main objective was to design our EUROPEAN DEVELOPMENT PLAN: “COMMUNICATION AND NEW TECHNOLOGIES BRING US CLOSER TO EUROPE” This plan was designed around our three main NEEDS: to benefit the European dimension of our school, to favour ongoing teacher training with two main focal points (consolidation of the Bilingual English Project and integration of the Information and Computer Technologies as new working tools in day-to-day teaching) and to boost Adult Education. These needs are connected to the European priorities, which influenced the strengthening of the professional profile of the teaching staff and improving young people’s abilities, particularly those with low basic skills who are at risk of dropping out of the system. Our OBJECTIVES were: to enable the exchange of teaching ideas and cooperation with other professional both in Spain and in other European countries, to contribute to the creation of a European identity, to improve teacher’s communicative skills in English, to acquire the latest pedagogical development to teach other subjects through English, to encourage the use of ICT, to go more deeply into the integrated curriculum of languages, to boost adult teaching with the latest pedagogical methods and to spread best practice by means of blogs, E-Twinning, and so on. We designed several training ACTIVITIES to achieve the above-mentioned objectives. Eight teachers took part in those activities in institutions in the United Kingdom, Ireland and France. Among the activities was a three-days training course for management teams to promote the internationalization of our school, starting with the learning of different educational systems and strategies which contribute to working in international contexts and to the exchange of best pedagogical practice within the European framework. This training course was done by the school Head Teacher, who also attended a course aimed at improving oral fluency in English. The other training activities were: course on Drama Tecniques for the classroom that was attended by the music teacher; a Spanish language and literature teacher attended a course to develop oral fluency in English; a member of the maths department and a Greek and Latin teacher attended two different CLIL courses; a training course on the use of ICT in school projects of European cooperation that was done by a teacher from the French department; a teacher from the English department attended a course on Developing Oral Fluency for secondary students and finally, a course on the use of Moodle to teach adults which was attended by a teacher who is currently teaching adults. The institutions which prepare the training courses selected by the teachers are accredited by the different inspection and certification departments such as EAQUALS, British Council, and so on, so the quality of the training courses was guaranteed. Those activities had as an OUTCOME: to encourage the exchange of culture and ideas; to share objectives; to improve linguistic competences; to work with other European counterparts from whom we could learn new teaching-and-learning methods and to develop collaborative educational practices among professional and institutions from all across Europe. After finishing the teachers’ mobility the IMPACT can be seen through: • Improvement in the professional competences of the participants: development of new technologies and materials, ICT resources and the use of learned best practice. • Development of new methods and strategies to improve the students’ basic competences. • Improvement of the pedagogical strategies to avoid school leaving at any level and to facilitate the entrance of young people into labour. • Improvement in foreign language competences. • Broader understanding of education systems different from ours. • Internationalisation of the school to foster students’ mobility. • Development of E-Twinning projects. The MOST SIGNIFICANT LONG-TERM BENEFIT has been to realise that collaboration within the world of education has promoted the awareness and the feeling of belonging to Europe.