Institutional development and performance are influenced by political and legislative circumstances, by the social and economic context and by cultural integration in the European Union. The changes occurring in society development directly affect school life. Our school intends to support the community problems by providing a dynamic and democratic environment in order to facilitate access to quality education, by offering equal opportunities for the personal development of each student. In the long term, we plan to increase the quality in education, the degree of involvement in community affairs, to train partners in education, to create a stimulating educational environment based on non-discrimination, in support of the training of future European citizens, able of adaptation and lifelong learning. The needs of our school are materialized in providing quality management, in creating an attractive and stimulating learning environment, in promoting inclusive education. To support these goals, we found it appropriate to complete a project of teaching staff mobility, a project meant to improve the international dimension of education and training. Therefore, the purpose of the project entitled "Quality, innovation and equal opportunities for school success" was to help ensure quality education, centred on developing students’ skills for lifelong learning, on improving the skills of the teaching staff. The overall objective of the project was to challenge the conceptual and practical changes in the educational process of our institution. The specific objectives were: optimizing the quality of education, increasing the relevance of education compared to the needs of students, stimulating the development of professional skills of moulding the students’ ability to learn throughout life. Through the project, the school has benefited from increased competitiveness, attractiveness and European dimension, becoming able to provide learning programs that meet the needs of individual students and the needs of the community. Various school activities have and will draw on the newly-developed skills with a view to changing from the individual to the institutional perspective. Participants in the training courses were eight teachers, eager to improve and to strengthen the European dimension in school. The use of European practice in the field of management, of creative teaching and of inclusion led to increased quality in education and has produced conceptual and practical changes in the educational process in accordance with the requirements of student-centred education, keeping focus on new methods, promoting the right of everyone to education. There were three types of project activities: instructing (logistics, general, intercultural, linguistic, ICT), training (8 mobility visits) and follow-up (implementation in everyday life and valuing acquisitions). Project management was provided by a team composed of 9 members, with clearly defined responsibilities. The project has already had a strong impact upon those involved in its activities and we expect it will also have a long-term impact on all recipients. There has been an increase in pupils’ level of motivation and involvement in school and extracurricular activities, educational outcomes have improved, the numbers of absences and dropout rate have decreased, the participation of students in their own education has increased and so has their self-esteem. There has been an increase in teachers’ level of use of formal, non-formal and informal learning techniques, an increase in their ability to apply inter-, intra- and trans- disciplinary active teaching methods, an increase in teachers’ competence to design customized strategies of differentiated training, an increase in the degree of openness to innovative trends in professional development and management skills have improved. The international dimension of school education has increased by aligning with EU policies; the prestige of the school on local, national and international level has increased as well. There has been an increase in the level of the community’s involvement in school life, examples of best practice have been implemented in other schools, rendering more efficient the cooperation between them and leading to implementation of joint educational projects. We are extremely pleased to have participated in training courses and have benefited from all the advantages that a program such as Erasmus + has to offer, because these experiences have produced qualitative changes important to all beneficiaries and motivated teachers in our school and other schools to apply for such programs. Examples of good practice were popularized locally, regionally, nationally and internationally, producing long-term changes and ensuring sustainability of the project after its completion.