At Driestar educatief, we aim to inspire students, lecturers and other staff, and schools that work in inspirational learning environments. The encounters with other colleagues, students, cultures, etc. in various international activities inspires the participant and this creates an inspirational learning environment. We seek to improve the intercultural competencies of those involved. This project under the Erasmus+ Programme helps us to reach our goals relating to internationalization. Internationalization contributes to the broader aspiration of our institute and we consider this as a means to achieve our institutional objectives on education, research and a contribution to society. We consider internationalization as an impetus to the quality of teaching. By means of internationalization, Driestar University seeks to achieve the following key objectives: 1. Improvement of the quality of our education; 2. Increased international and intercultural competence of our students and staff; 3. Enhancement of our international reputation by an inspirational performance; 4. Contributing to society (dissemination). In short: internationalization contributes to the broader ambition of Driestar University and is perceived as a means to achieve our institutional objectives for education, research and as a contribution to society. It is also the driving force of our institutional policy. Taking part in the Erasmus+ programme is a conscious choice of Driestar University and contributes to this. The opportunity provided to us by the European Commission boosts the quality of our education. We were able meet the programme’s project requirements in the 2014-2016 programme. We had a total of 16 people taking part in the mobility programme. One student took part in the Student Mobility for Studies programme and one student in the Student Mobility for Traineeships (after studies). The remaining 14 mobilities were staff, of which 6 took part in teaching and 8 received training. This is an increase from the number of the mobilities we have had previously (in the Erasmus programme of 2013-2014). We received a budget of €16,815, of which 99.6% was spent on financing the 16 mobilities. The remaining amount (€158) was not sufficient to support further mobilities. Participants were informed in various ways and supported in the preparation of their mobility. After the mobility, the participants were encouraged to share the experiences they had acquired. We do not have a student waiting list, due to insufficient budget. No problems have occurred with the mobilities regarding the recognition of ECTS credits. The ‘learning agreement’ was approved of by the examining board. The student completed the period at the partner university successfully and has now graduated with the award of ECTS credits (Transcript of Records/diploma supplement). Those who took part in the programme are satisfied with the programme. We see that they are left with something, in particular with regards to language fluency, personal development and maturity development. We attach importance to the realization of the quality of education through the mobility of students and staff and through cross-cultural collaboration. It increases the quality of our education. On a local level, we see that participating in the Erasmus+ programme has consequences within our institute in particular (quality of education, professionalization of students and staff). It also has a wider impact, however, for our students are future teachers in primary and secondary education. We have noticed that taking part in the Erasmus+ programme has a stimulating effect on working with partners abroad. Starting with the exchange of staff and students (mobilities) creates willingness and enthusiasm to work together in other projects.