Because Life Sciences’ Challenges are global and because competition and cooperation between Higher Education and Research Institutions are globalized, Agrocampus Ouest has for 20 years focused on international openness as a strong axis of its strategic institutional plan. Thus, since 1999, the institution adhered to the Bologna Process and was one of the first to introduce international mobility as compulsory for its students. Agrocampus Ouest has therefore an Erasmus University Charter for many years. International mobility : attractiveness for students International dimension is one of the key attractiveness of Agrocampus Ouest. Both prospects students met on the “Open House” of Agrocampus Ouest as well as students testifying about their choice to join Agrocampus Ouest declared the international dimension with the possibility to complete internships or mobility for studies on an international level, was a more and more essential selection criterion. International mobility : a special moment to develop new skills Agrocampus Ouest’s students consider that an international mobility for studies or for an internship is a real opportunity to develop language knowledge, capacity to adapt to a new culture but also to discover new ways to learn. Thus, students in the third year of Bachelor know that they have the possibility to study or complete a work placement abroad during the semester 7 or 8. There are still many candidates as 1/4th of the students in the first year of master choose to experiment this kind of mobility. 47 students took advantage of a scholarship for studies mobility and 14 students for an internship in Europe. Moreover, since the minimum duration of the internship dropped to 2 months to be eligible to the Erasmus + Programme, more students were able to benefit from this scholarship. This new parameter is complementary to the obligation for students to complete at least a 2 months experience abroad. International mobility : an opportunity to get an experience in an intercultural project. Future graduated Agrocampus Ouest students will all have to face the experience to work in an international environment whatever their professional place. To answer the need to internationalize its education programme and to help students developing their international profile, Agrocampus Ouest built a pedagogical offer integrating the international dimension, allowing multiple exchanges particularly international incoming students mobilities. Project-based teaching offered in Agrocampus Ouest gives the opportunity to encourage exchanges and interculturalism. Conclusion Erasmus + programme deployed within Agrocampus Ouest is very much appreciated by the community of students and teachers. Women are always more attracted by this programme than men. Furthermore, Germany is systematically the favorite destination followed by Finland which values are highly corresponding to our students’.