The primary school of Hof in the remote countryside of Öræfi in South-East Iceland has less than ten students and only two teachers. The school dates back to 1888 and is a vital part of the sustainability of the small community whereas the next village is more than an hours drive away. For the students and teachers at Hof, developments in information technology and communication has opened new opportunities and could possibly keep the school open in the future, and thus, allow young people and families to receive fundamental education in this remote part of the country. In Hof, flipped learning could transform the way students receive their education as well as how the teaching takes place. For them it is not only a question of new possibilities in learning, it is a fundamental question concerning the equal right of all people to the same educational possibilities. But our story doesn’t stop at remote educational institutions. The equal right towards the same quality education also concerns the slow learners, the dropout students and the impaired. Even on the other end of the scale, the same can be said for the fast-track learner and the bright students. For all these students and learners, flipped learning could provide a fundamental change in how they learn, their ability to perform their studies and their equal access to quality education. Flipped learning involves the strategic use of ICTs to create blended learning environments that maximize the time that instructors have to engage learners in meaningful learning activities in the classroom. FLIP - Flipped Learning in Praxis will focus on workshops and training activities for teachers in and development of guidelines for educational institutions interested in implementing flipped learning methodology, with special emphasis on schools in rural and remote areas, as well as small and special needs schools. Additional focus will be on VET teachers, providing them with the capacity of extended hands-on and practical work during school time. By implementing flipped learning in these schools we aim to create an equal opportunity for students to receive education, battle dropouts, strengthen rural communities and use innovative and new methodologies in ICT in the educational system. The benefits will be lower costs material costs in the long run, better access to quality teaching materials (especially important for rural areas) and focus on individual learning (whereas they can access the teaching material according to their own progress and speed). During the project life-time the participating partners will run workshops for teachers and develop materials and guidelines for schools that are interested in implementing flipped classroom methodology in their education, as well as create a common platform for educators to share their tools, best practices, and methods. The project will build on existing initiatives in Europe as well as run pilot programmes in partner countries in order to develop guidelines and display best practice cases. The guidelines to be developed will systematically collect data on the processes and experiences to be analysed and used to revise the guidelines to incorporate identified best practices. The information and material gathered will be used to document best practice, innovative initiatives and teaching materials from partners and pilot schools, in a common platform. This platform will be open for all and additionally be used for dissemination purposes throughout and after the project lifetime. Results will be national/regional workshops for teachers, trainers and school administrators, developing tutorials and training materials, pilot projects with schools focusing on the implementation of flipped learning classrooms and development of a shared platform for information, guidelines and best practices. The main strength of the project and ultimately the key factor in the success of the development of the outcomes and realisation of the project objectives, are the people involved. The focus for the partnership was to create a broad group of passionate and innovative people that have a proven record of implementing and carrying out new ideas. Project partners have substantial background and knowledge in innovative teaching approaches and flipped learning activities. Furthermore they have a strong network of regional and national educational institutions that will be utilised during the pilot phase of the project.