Our school is a primary school. In 2013, the year of our request, four teachers were working here. In September 2014 we had to close a class as the number of our pupils decreased from 113 to 84. So we had to work on the projects’ aims only with three teachers. The aim of our project was to get to know different educational school systems and to enlarge the linguistic development of our teachers. First of all we wished to improve the quality of teaching English at our school to our young learners (6-10 years). Then we wanted to enable our teachers to reflect their educational methods. In 2014 the three teachers went to Royaume Uni where they attend a one week advanced linguistic training course. They benefit from 35 hours split in 21 hours of English Methodology, 14 hours of linguistic perfection. After this they were able to get in contact with other European teachers to discuss: the evaluation of pupils, the inclusion of pupils with different handicaps, the grading. In 2015 they visit three different primary schools in Stirling in Scotland to observe teachers there. In 2016 two teachers went to Reinbek in Germany. One of them stayed one week the other two weeks. They were able to study different teaching methods as well as get to know different school systems. One teacher went to a training course to Malta where she was educated in the use of the new technology concerning pedagogical work. This teacher also worked on different projects, she created a blog and a homepage. These activities had different impacts : First of all getting in touch with other European teachers led us reflect our practise, scrutinse our norms and overthink our briefing. Our visits in the primary schools in Germany and Scotland lead to a preconceived representation. This increased our belonging to the European community. During these mobilities we could reactivate and even enlarge our friendship. The discussions lead to a confidence concerning our educational work in English. Today all of our teachers are able to communicate without trouble in this foreign language and to teach it more easily. They use more interactive methods and support the education of literature. They appreciate that education of language is inseparable of education of culture. Next to the evaluation we found out that our pupils made big progress in English compared with former years. At the moment it is difficult to evaluate the sustainability of the project. For sure, dignified to the project we are motivated to take part of other European projects, especially to strategic ones’. This project gave the motivation to our teachers to pursue the development to continue their professional work especially to follow eTwinning training courses. One teacher restart her studies at university where she shared her experiences with other students and affirmed them to follow Erasmus+ projects.