Providing an environment conductive to success is a key part in our pursuit of the highest standards. This means that all our pupils have access to the very best learning opportunities as we provide a rigorous, academic program. Each candidate is obliged to pass entrance test before he/she gets accepted into our school community. Our extensive curriculum and bilingual classes lessons in all levels of education raise standards that are to be fulfilled by all our students. Since we emphasize a rigorous academic course of study, it is easy to distinguish high-achieving students, average-achieving students and low-achieving students. To provide all students, not only those gifted and average-achieving, with skills that enable them to reach their fullest potential, we decided to apply for Erasmus + programme. We were aware that teaching low-achieving students requires understanding and a specific set of skills from an educator. The aim of our project was to instill in low-achieving students a desire to learn by showing them new teaching methods (e.g. drama), to show that learning does not have to be uninteresting or difficult, to develop their positive self-esteem through a continual process of looking for new ways of learning, and to discover their talents not necessarily related to school curriculum. In order to establish as miscellaneous team as it is possible, we decided to select teachers from diverse fields of teaching and form all levels of education i.e. primary and middle school. The diversity of the team was the only condition that project would refer to as many students as it was possible and to varied fields of teaching. We aimed to choose six teachers with English language competency ensuring their active participation in the courses. Six appointed teachers were the members of the project team. The main teams’ duties was planning and fulfilling all the aims of the project. Staff, trained during the courses, accommodated their knowledge or new teaching methods and helped low-achieving students during lessons from the curriculum. What is more, by establishing extracurricular lessons, the team members helped low-achieving students to progress successfully into whatever area it is most appropriate or interesting for them. All lessons were based on teacher’s fields of knowledge and education. Some extracurricular lessons may had the end product, such as drama play in English. We aimed to take part in the interdisciplinary project, to discuss the progress of the programme, which, at all times, was monitored by the School Management Board. Our institution promoted the project by organizing teacher training meetings at the school. In the long term, the school staff will identify student learning problems and modify dissimilarities between high-achieving students and low-achieving students, accommodate different learning styles, and intervene immediately when students have learning problems. We wish for every teacher in our school community recognizes that each child is an individual; that all children are creative; that all children need to succeed. Therefore, our institution is more cautious to individual needs of children in the next few years. Our another goal was to promote lifelong learning and teacher training courses as well as to promote sharing new skills and experience with other members of the staff.