The project of Jazyková škola Žilina (Žilina Language School) was aimed at the competence development of the pedagogical staff working in the adult language education. It reflected the needs of the institution whose teachers, after having acquired the necessary qualifications, do not further define the specifics and needs in the adult education and neither do they develop them institutionally. Hence the project was focused on such educational activities of foreign institutions whose content matched the competence development of the teachers working in the adult education. The project objective was to get acquainted with different approaches and adopt didactic principles and methods as well as methodology processes used in the adult education. The methods and content were supposed to be compatible with the language school´s curriculum. The project participants were to (1) disseminate the acquired knowledge and skills among all the other teachers; (2) disseminate the acquired knowledge and skills within the region; (3) try out the acquired knowledge and skills in their own teaching; (4) collaborate on the further career growth of their colleagues as facilitators and coordinators; (5) establish collaboration with institutions of a similar type and subsequently realise a joint project with these institutions; (6) compose both electronic and physical portfolios of exercises and various methodology processes so that these are used when the project has been accomplished. Another goal was implemented implicitly into the activities in the final phase of the project, according to which every participant took over the competences of the managing employee, and thus became responsible for their area of the knowledge dissemination, and realising as well as supervising the agreed activities. Seven teachers (out of 27) took part in the mobility, all of them qualified in foreign language teaching and working full-time. They teach all language levels, as well as in classes preparing for the language state exams at the B2 and C1 levels. The selected participants show - the need to improve their language competence and methodology proficiency, and to broaden their knowledge of intercultural environment; - the need to confront the used processes with other similar institutions within the European region; - the need to specify the didactic processes and methodology in teaching other subjects through a foreign language (history, geography, political and social issues, culture and arts) since the education for teachers of these subjects does not exist in our regions; - the need to update and broaden their pedagogical competences in adult education which differ from teaching younger learners. We analysed the initial state of the school in the area of adult language education, the professional efficiency of the staff, and created professional profiles of the potential mobility participants. We composed a European Development Plan in accordance with the requirements of the Erasmus+ program for education. Having analysed the observations, interviews, and in accordance with the EDP, we selected the teachers who would take part in the mobility courses. The courses were chosen according to the teachers´ own professional needs and in accordance with the needs of the school. During the preparation phase we focused on: - the participation in the informative seminars of the National Agency; - regular informative meetings of the coordinator with the participants; - informing the public about the project realisation (website, regional media, extracurricular events); - preparing tasks for the project participants; - the administration. The realisation of the mobility The subsequent activities focused on: - making the teaching through the professional development of the teachers more effective; - disseminating the acquired knowledge to the language school teachers, as well as to other teachers from the region through discussions, seminars, demonstration lessons, individual consultations; - making portfolios made up of the acquired and brought material: authentic material, exercises, texts, etc.; - maintaining the contact with the other course participants from abroad, exchanging mutual experience, or offering a contact for the further needs of the development of the school and its project activity; - the pilot examination of the project outputs, and if necessary the implementation of the changes into the documentation of the school as well as into the school activities. The listed activities were realised within the time of the project; the portfolio formation and contact maintenance exceed the time range of the project. Our school has become an official partner of a public language school in Valencia, Spain. This school included a visit to our school in their own project. In the coming stage it is necessary to focus on updating the adult education curriculum, especially in the content and form of the state exams as their current form does