St Paul's School, Portlaoise, Co. Laois, Ireland drew up a European Development Plan which identified the needs of the school and how they could be met through a European mobility project. St Paul's has 430 pupils enrolled with over 20% of them having been born outside of Ireland. Many more have parents born outside of Ireland and along with children with special needs and learning needs as well as a variety of socio-economic backgrounds, the school is truly a diverse, multicultural one. This raises the challenge of ensuring a truly intercultural education is provided for. There are 25 teachers in the school, 16 of them being class teachers who work with one class each only and use limited methodologies and strategies. The 8 special needs/resource/learning support/ English as a Foreign Language help the class teachers in the educating those with varying special needs. The objectives of the project are to upskill the staff and improve their competencies as regards teaching and learning methodologies and strategies to best European practice. The requirement to develop intercultural education in such a multicultural setting as St Paul's is a current need that needs addressing. The intercultural competencies of the staff and the development of a sense of awareness in this area is an aim of the project. The team of learning support/special needs/ resource/ English as a Foreign language teachers need the skills required to provide a truly individual education to those within their remit. With such a diverse community of pupils, the school sees the need to promote a sense of European citizenship where all its pupils can feel empowered to become part of the larger European community. Promotion of language learning is one such way, but as no "foreign language" teaching takes place in St Paul's, mobility will show that need for language competency through engaging with fellow Europeans. ICT skills need to be improved and engaging with European partners will give a purpose and a focus to use ICT in a constructive and practical way. The selection of participants was undertaken in an open, inclusive manner. The criteria outlined at the beginning was that the participants must represent a cross-section of the staff. This meant that participants would represent both class teachers and learning support/special needs/ resource/English as a Foreign Language teachers; there would be some middle/senior management staff involved; there would be a range of teaching experiences included; gender balance would be a consideration. Following this criteria, 3 were selected to engage in one mobility to Turkey, 3 to engage in another mobility to Slovenia and one representative at two separate training courses. The mobility partners were chosen through eTwinning and were selected because they were in a position to satisfy the needs of St Paul's and also because they had similar objectives for mobility. One mobility is to Turkey which will involve job shadowing and observation. Teaching strategies will be observed and methodologies studied. The management structure and style will be analysed. Another partner in Slovenia will facilitate teaching assignments. This will allow staff from both schools to demonstrate teaching styles and methodologies that will highlight best practice. The strategy of CLIL will be used by the Slovenian partners in order to promote that approach in St Paul's school. The sharing of strategies in effective special needs teaching will also be undertaken. Cultural events will be organised by the host schools for participants. Two training courses will also be attended that are relevant to the objectives of the project. One is in Latvia on "European Diversity Education", the other in Spain on "Stimulating Creativity Through Co-Operative Learning". The Turkish partners will also attend these courses and this will further enhance our shared common objectives and make the mobility project more focused and meaningful.. The results will be many. Staff will be upskilled and they will have enhanced job satisfaction and increased motivation. Participants will encounter best international educational practice which will enable them to implement an intercultural approach that will take cognisance of diversity and individual needs and so will have an impact on all pupils. Management structures will be improved. Longer term, all will be empowered to participate fully in the wider European community with an increased awareness of European identity and opportunity.