Present-day schools need to face the presence of multimedia and technology in educating students. Our main goal is to prepare students to live in information society by immersing them in the 21st century digital world through online courses and use of technology. Because hybrid learning is a new educational model with great potential to increase student outcomes and create exciting new roles for teachers, we are expecting to have greater results in teaching foreign languages. Since hybrid learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media, our institution decided to implement the program into our school curriculum of learning foreign languages. Our students, while still attending a “brick-and-mortar” school structure, will meet face-to-face classroom methods that are combined with computer-mediated activities. The aim of this project is to provide the foreign language teacher with tools that will supply his/her online pedagogical and technology skills, while still retaining the valued face‐to‐face interaction with students. Our institution never applied distance learning program, it is in some ways uniquely situated to have hybrid learning a signature piece of our school's experience. The members of the project (nine teachers and the Headmaster) are the teachers of foreign language or subjects taught through CLIL in classes I-VI. The main teams’ duties are planning and fulfilling all the aims of the project. Staff, trained during the courses, will accommodate their knowledge or new teaching methods to European standards of education as well as will instill in their students vision to provide best practices of diverse, in-depth learning. Our project will go through three basic stages: preparing and planning, execution and implementing, carrying out teacher training meetings. Throughout preparing and planning stage, members of the project team are informed of their responsibilities and duties as well as tasks are distributed among them. During the second stage members of the project team will compare project status and progress to the actual plan, where hybrid learning will be implemented in our school curriculum. During the last stage, our institution will promote the project by organizing teacher training meetings at the school for the staff and teachers from other invited schools. In the long term, we aspire to improve communication and collaboration between the School Management Board, teachers, students and parents by carrying out the main aims of the project. During the execution and implementing our project's goals, we will apply strategy just-in-time-learning, where teachers facilitate student's foreign language acquisition. What is more, our school intends to create adaptive, personalized learning experiences through the right mix of face-to-face and online instruction. This is why, to enrich learning foreign languages we intend to launch an online platform. We also expect that extracurricular lessons, based on the hybrid learning, will cause increased skills in self-directed learning leading to greater learner autonomy. As a result, learners will design and choose their own materials and resources (audio/video podcasts, pictures, music and written materials etc.). The Internet, in our project, will be the factor that enhances traditional face-to-face learning format. Results and the influence of the project: More opportunities to interact with foreign language materials and resources, leading to greater engagement and enhanced opportunities for success are our basic expectations towards the project. Our school is among the top private schools on a very competitive school market, where innovations and their progress forced the new quality of teaching. The end product of our project will improve students' learning process basing on daring though very secure way of using technology. Project members, by attending the courses abroad, will have a chance to collaborate with teachers from foreign countries as well as to become acquainted with the culture of other European countries. According to our assumptions, teachers participating in certain courses will be provided with an opportunity to join online teacher training group in order to be able to further their learning and networking potential with trainers and other fellow trainees and colleagues. In the long term, we would like to achieve goals such as: better online pedagogical and technology skills or guiding the learning experience of individual students, and customizing material wherever possible to strengthen the learning foreign language. We expect that as we move to technology based learning, the interaction between content knowledge, instructional pedagogy and technology based skills development will become paramount to the success of the individual learner within the hybrid model.