When traditional education fails to challenge and intellectually stimulate the students to make progress and embrace excellence it is the teacher’s duty to adapt to the new times approaching new, innovative teaching techniques. Obviously, such a venture must be supported by the best in the area, so, in looking for our trainers meant to provides our future strategy and modernize our teaching methods we’ve focused our attention towards where we knew we could find the best of this domain. Taking into consideration the budget, the cultural and geographical constraints and our specificity we have chosen the most adapted teaching method, thus choosing to introduce our students and teachers into the world of outdoor environmental education, a subject already embraced by two of our colleagues and gladly accepted and loved by our students who had the chance to experience teaching in this manner. What we wish to obtain with this approach is capturing the students’ attention and curiosity for further achieving better results, reducing the risk of their absence in class or school abandon and not last, motivating our staff who needs constantly professional challenges in order to grow as teachers. A great part of the traditional classes will be replaced with field work, exploring the practical side of the subjects taught until now only in the classroom and in the labs. Experimenting, creating projects and drawing conclusions through direct observation of the nature phenomenon, the academic curiosity will be stimulated and exploited at an unprecedented level in traditional education. In selecting the participants at the project among our staff we took into consideration the linguistic competences, the teacher’s availability and their openness to outdoor education and also whether they could apply outdoor education to their subject. The chosen project managements approach follows the three main axes of a good project, from the choosing of the best supplier to the final evaluation phase. Quality insurance, cost control and deadlines are the elements that ensure a successful project and so we have decided to follow them with periodical evaluation questionnaires for following progress, with a detailed planning and a thorough cost control. The managerial experience from previous Comenius projects will surely prove useful in our future project being also a guarantee of the seriousness we apply in managing European projects. All the preparation, organization and detailed analysis of tasks and objectives are meant to ensure we’ll have visible results both for our students and for our teaching staff, but, beyond this impact we hope to cause a change of mentality and vision that can reach further, to our community and why not, in all the schools we get in contact with. Change and continuous adaptation are the keys to progress in any field, most precisely in education and so, we are convinced that at the end of the training period the results will be palpable, measurable and undoubtedly positive. Thus, having as our objective obtaining key competences and abilities, adapting the message to the recipient, using modern means of expression, so easily embraced by the new generations, stepping over the boundaries of classrooms and a holistic approach on education we hope to stimulate the need for education in the new generations that must find the experience at school as enriching, complex and satisfactory, meant to prepare them for a brighter future, as European citizens. We wish that shortly after the project’s implementation the results at school to grow for all the students, the level of implication during classes to grow and their awareness on environmental and ecological issues to grow. Teacher’s motivation will also grow, their professional competences will reach a new dimension and a new direction, the linguistic competences will be enriched by exercise, all with a positive effect on their morale and thus, on their professional performance. On long term, we want this change to affect our entire community because we have learned through our previous projects that the positive effects of the changes we propose and the messages we send to our students go beyond our school’s walls touching and positively influencing whole families. The risk of absence in class, and sometimes, school abandon at early ages, lack of motivation and focus, the inability to receive monotonous messages, clearly inadequate for the new generations, were and remain our fierce enemies. In order to fight them, it is our duty to continuously propose new means of escape from monotony, challenges and projects meant to stimulate the curiosity and creativity of those whose destinies we mold and change every day at school.