Since 2008, Felgueiras High School has been developing international exchange projects for students and, as a result of the projects set up in the meantime, we have some been able to identify some issues concerning the development of future projects: a difficulty in mobilizing teachers to participate in international projects that occurs mainly because of the language barrier and the ignorance about these kind of experiences. From these experiences and knowledge we have realized that: -to change the mentalities of the students it is necessary initially to change the mentalities of the teachers. -There are four teaching groups which are key to the development of the skills considered essential for the 21st century (mother tongue, foreign languages, science and mathematics) and the teachers of these subjects might greatly benefit from mobility experiences in jobshadwing programs, learning from the best. -the participation of teachers of the Director’s Board in these mobility projects is essential as they are supposed to have a real knowledge of other educational contexts that may promote internal improvement in the institutions they work in and that can them provide a useful bridge towards cooperation between themselves and the partner schools into developing partnerships and cooperation protocols. In 2014, with the objective of responding to the problems identified, we have applied to a KA1 project for staff mobility , entitled "Peer Learning". The objective was, for a period of two years, to offer a week mobility , to 24 teachers of the school, namely teachers from the mother tongue, foreign languages, science and mathematic departments and to elements of the Director’s Board, to four countries that showed high levels of performance in the PISA tests, with the aim of learning from the best, and then replicate internally, the results of the learning and the experiences acquired. As partner and welcoming institutions we have visited the XI Liceum Ogólnoksztalcace, in Poland, the Lycée Chateaubriand, in France, the Berufskolleg Königstrasse der Stadt Gelsenkirchen, in Germany and Solski Center Srecka Kosovela Sezana, in Slovenia. In the months leading up to each of the mobilities, participants exchanged experiences and knowledge about the different educational systems with partner teachers of the host schools, allowing this way, the jobshadwing project to be truly an enriching experience since there was already a prior knowledge of each school’s context. During the mobility weeks, teachers attended classes and shared pedagogical experiences, in their teaching area, and the teachers of the Directors’ Board also attended classes and had several working sessions with their counterparts, which allowed them to understand the huge diferences and also the similarities in terms of school management. This experience resulted in a personal and professional development of each of the participants and , in addition to the direct benefits to the participants, our project has resulted in a positive and lasting impact in the school community we work in. More motivated to international experiences and to sharing, participants expressed willingness to share experiences and learn with their peers and they did so in the dissemination meetings. The project developed so far, has resulted in a close cooperation among the partner institutions allowing, for example, the individual mobility of students from the Felgueiras High School and the Lycée Chateaubriand, as well as an exchange of a professional training abroad, for some students from Felgueiras High School and Berufskolleg Königstrasse der Stadt Gelsenkirchen. Finally , trying to cause a future and long-lasting impact and based on some already signed partnership protocols with two of the previous partner schools, we have created a working group for the development of international projects and our annual plan of activities for 2017 has already been presented to school staff, asking them all to become involved in projects that strengthen individual and collective development as well as the development of the European dimension of the institution.