The PORG school consists of three branches and specializes in teaching English, which it carries out using CLIL teaching methods with lower forms and through the use of bilingual instruction at the secondary school level. PORG's Ostrava branch has also implemented the project "Closer to English, Closer to Europe". We have managed to meet all of the targets set by this project. Thanks to the first mobility, General Language, the project coordinator managed to improve her level of English from B2 to C1, particularly in the area of communication, which has enabled her to better coordinate the project and establish cooperation both outside and inside the organization, which employs many native speakers of English. We managed to achieve the main objective of the project with the aid of the CLIL mobility and two Creative Methodology mobilities; the goal was to use more effective and innovative teaching methods to teach non-language subjects, such as a workshop that consists of teaching drama, art, music education and handicrafts. The participants in these mobilities have implemented all the accumulated experience and materials into their personal portfolios, which they have shared with the rest of their colleagues. The best examples of implementing these mobilities is their service as inspiration for creating one's own preparation materials and projects for teaching subjects using CLIL, which have been used to create an electronic textbook which is shared publicly on the web for the general public, e.g. www.sborovna.cz, www.rvp.cz. We consider this material to be very beneficial since the amount of non-ESL teaching material in English on the market in our country does not cover the needs of teachers here. The project was implemented in three stages: preparation (training, information gathering, project processing, registration, submission of application), implementation (coordination of cash flow, process control, orders, invoicing, communication with foreign countries), evaluation (summation of outputs, accounting, dissemination, evaluation, final report). The mobilities have been attended by educators who teach the first stage at our primary school. We chose from among teachers who are willing to share the results of their work with colleagues both inside and outside the organization. The project also had an impact on intercultural thinking, not only for the participants but also for the pupils, their parents, and other colleagues who made use of the shared products of the project. Using tests and various surveys to measure results, we've been able to confirm improvements in pupils' skills and competencies in the areas of language and intercultural awareness. Both within and without the organization we have managed to spread ideas of freedom, tolerance and cooperation among individual nations. Improved language skills and a greater understanding of the European environment, which are the basis for flexibility in the labor market, are the long-term benefit of this project. The mobility Project Management for Cross-cultural Exchange Projects has led to the acquisition of knowledge and skills needed to write a proper project, which we used when writing another project called "A Common Language Closer to Europe", which is now focused on pupils and students of all ages at our school and whose principal goal is to integrate both a student's mother tongue and a foreign language while teaching non-language subjects with regards to CLIL and bilingual teaching throughout the whole school.