The European Gymnasium Bertha-von-Suttner is a grammar school with around 1260 pupils. The institution puts particular focus on the European dimension, it offers bilingual teaching (CLIL) and a large number of extracurricular activities which are interdisciplinary oriented. In 2009, our institution started to improve and enlarge the school profile and the range of activities offered in the bilingual section. The first steps were done in the field of geography and in the basic education in information technology. In 2014/15, the school will start the first class with entirely bilingual teaching. The high relevance of the CLIL-Method for the European educational area was already emphasized by the Council of Europe in the Common European Framework of Reference of Languages (CEFR). Our school is therefore actively involved in a regional CLIL network, which is organized by the Humboldt University of Berlin. Through the cooperation with different schools and engagement in this network, our school has received a completely new access to bilingual teaching. Since 2013, we have been intensively working on changing our school profile to a more bilingual oriented one. Thus, we have changed our school development plan and wish to enhance the bilingual competences of our language and respective subject teachers. Competences in foreign languages will also facilitate more efficient future European cooperations. For pupils the acquired language competences will form the basis for future mobility, in higher education as well as in the working environment. With our mobility project, two teachers (one teacher specialized in foreign languages and natural sciences and the other in foreign languages and humanities) will be able to take part as Tandem in a European training course where they will get a deeper insight into the practical implementation of the CLIL-Method in bilingual teaching. The teachers will be selected depending on their personal motivation and how they are planning to employ the CLIL-Method in interdisciplinary cooperation. Existing proficiency in the CLIL-Method is of advantage. The two selected teachers will take part in a six-days training course. During the course they will improve their competences in the CLIL-Method and will anticipate further methodological and didactic developments. The teachers will enhance their competences in the implementation of the CLIL-Method, will learn how to optimize the leaning process with the use of game elements and how to make the teaching more innovative and creative. The course will connect classroom practice with real life needs. In addition, they will receive a training on didactical games, in theory, as well as in practice. The European background of the participants and their teaching experience with the CLIL-Method also offers the possibility to build up a network for fruitful future cooperation. A member of the extended executive school board is in charge of the project management. He/she will select the participants through a transparent procedure and will give support during the implementation of the project. At the end of the project we will supervise and control the outcomes, their integration into teaching procedure and their dissemination. In order to guarantee an effective promulgation of the outcomes the participants will act as disseminators. They will present their learning outcomes (competences) to the entire teaching staff, to whom they will also offer training courses. The school committees will discuss and assess the outcomes of the project and examine how they can enrich the bilingual teaching at our school. The learning outcomes of the participants will also be shared on the CLIL network of the Humboldt University and initiate a professional/didactic exchange of experience. In a parallel process, we will plan a European school partnership for the following year, if possible and suitable with the involvement of the new established contacts. Altogether, we hope for significant and pervasive didactic and methodic stimuli for the bilingual teaching at our school. From this development will benefit primarily our pupils, since with more motivation, they will be able to reach higher learning success.