Analyzing the data of external evaluation and self-assessment of Prienai Region Municipality schools, the tendency has been noticed that in most schools during lessons not learning paradigm prevails but teaching one (students are not involved in lesson planning and lesson organizing, conditions for intercommunication are not provided during lessons) , therefore this negatively effects students' learning motivation. During self-assessment of schools and also during reflective conversations with students it was noticed that a part of students and parents are not satisfied with a such prevailing educational style (teaching but not learning) and they wish to have changes. Moreover, analyzing the data it has been defined that there are teachers who are able to involve students into active learning process, so in order to achieve mentioned changes, it is purposeful to convey their experience. In both regions education is coordinated by educational departments, each region has chosen three schools and two institutions which provide processional help for schools such as education centre and pedagogical physiological service. Using project activities it is going to be achieved organizing professional team from education subdivision, institutions which help education and representatives of schools, who are eager to learn, which will prepare and test the Model of Learning Paradigm's implementation in lessons, which will help to strengthen students' learning motivation. Preparation and testing of the Model of Learning Paradigm Implementation in lessons covers organization of municipal and school level project teams, strengthening competencies of their members, analyzing and discussing theoretical knowledge, applying it practically and learning from personal experience. Generalized experience will be introduced with a help of the folder of teacher work - as practical information at the end of the project. Constant self-reflection of teachers and research of students' learning motivation will be done in order to measure changes influenced by project activities at the beginning and at the end of the project.