The aim of bilingual education (tto) at the Cobbenhagenlyceum is to educate pupils so that they become talented and motivated pre-university students who are internationally oriented and socially conscious citizens of the world. After obtaining their diploma they will also be capable of continuing their studies in an English-language academic environment. Communication, cooperation and extra English language development are important aspects of bilingual education at the Cobbenhagenlyceum. Social skills are advanced, too, by repeatedly introducing pupils into new environments, such as projects and foreign excursions. Bilingual education challenges pupils to become independent and to take responsibilities. Integration of learning skills is stimulated by projects involving multiple subjects. Eventually this programme should lead to succesful completion of senior bilingual education, including the IB (International Baccalaureate) English A: Language & Literature certificate. In order to realize this aim we need to have well-trained bilingual subject teachers who teach their subject in English on a daily basis. Our tto-team consists of both experienced and less experienced teachers. The tto-team requires permanent (additional) schooling to achieve the above-mentioned goals. This means schooling in the fields of Content and Language Integrated Learning (CLIL), International Baccalaureate, language skills, excellence, results-oriented methods and Global Citizenship. In this projects matters such as CLIL, English language skills and results-oriented teaching will be taught by specialised and very experienced professional partners. Participating teachers will be coached by Cumbria CLIL and Hilderstone College in working on methods and class practice of teaching a subject in a foreign language, language development and cultural and international development. The effect on participating teachers is expected to be significant: being able to apply active teaching strategies and techniques in classroom situations, skills to work on the integration of content and language in their teaching practice, knowing how to design assignments fit for a CLIL context, development of grammar skills, awareness of language production and the quality of personal language use and improvement of pronunciation and fluency. In the end these quality impulses will have an effect on teachers’ performance in class, the quality of lessons and last but not least on the knowledge and skills of the pupils in the classes taught by teachers participating in this project.