Bromangymnasiet in Hudiksvall is situated in a region of very high unemployment, among the young it is the highest percentage in the country (25 %). Our school has the task and mission to develop an intercultural teaching practice supported by innovative methods and entrepreneurship to achieve a more entrepreneurial learning for the benefits of our students. For some years now, we have run a number of international projects to develop our school and the training provided, and our experience is that it is a successful means to foster an international spirit to help make young people mobile and apt to actively seek a career or education in other European countries. The method to obtain the targets is to enable our teachers and students to develop their own learning as well as the learning of others through a greater intercultural understanding, improved lingusitic skills, stonger professional skills and an enhanced self-esteem. The international perspective provided by the project makes it possible to view oneself from a European perspective, which helps the individual to (also) take the step to work and live elsewhere in Europe. The participant teachers learn new methods to develop their teaching to make a greater number of students succeed in their learning. Thereby, our teaching staff help increase the students' employability all over Europe. We add to our vocational students' opportunities by making them more attractive in their future work fields by making them develop entrepreneurial skills, their professional special skills as well as their cultural know-how and understanding. We do this by developing the entrepreneurial learning by focusing on ICT pedagogy, collaboration between education and enterprises (big and small in various fields of work), increased student influence and tutoring/mentoring as well as by by adding to their linguistic competences and sense of democarcy as a result of inclusion in an international environment. At this stage, sixteen of our teachers in vocational training will perform work shadowing and study how teachers in carefully chosen schools work with a strong development in the chosen fields of interest. Our partners for work shadowing are Newton Abbot College, Tavistock College and South Devon College. In addition, a great number of our vocational students, 146 to be precise, will do work experience with numerous organisations and enterprises in England, Italy, Spain, Switzerland and Poland. All organisations to be receiving partners have had vocational students from us in previous projects, which ensures that they will take on our students in the very best way and provide them with supervision, relevant work as well as plan, carry our and assess to what degree the learning outcomes have been reached in the time of work placement. The participants will be selected upon submission of an application, and they will then prepare for the time abroad linguistically and culturally. We will use the chart provided by the commission and also create learning agreements an formulate learning outcomes for all participants, i.e. both students and teachers. The Bromangymnasiet project group - a principal, an administrator and a coordinator - organises all activities that relate to the work shadowing and work experience. The group is in charge of and responsible for selecting participants, communicating with partners, establishing various agreements/contracts, practicalities such as bookings, economy, evaluation and dissemination of the project results. By partaking in this project, we expect of participating teachers to develop their teaching practice to a more entrepreneurially featured kind that supplies the students with tools to succeed in their field of training. We know from experience that vocational work experience abroad generates increased vocational competences, a greater intercultural understanding, improved lingusitic skills and an enhanced self-esteem, which also makes them dare take the step onto the European field of work. Teachers who participate in work shadowing will share their experiences and learning outcomes with colleagues upon their return, which will further the progression in the eduactional development. The students who engage in work placements elsewhere in Europe will inspire other students to do the same in the future. They will also be pro-active in their attitude and work for a greater international involvement in their future contexts, for their own benefit but also on an organisational level as they have a personal, real-life experience to back them up.