Our high school is located near Paris and has placed cultural and international openness at the core of its school project. We have organised training periods in Europe for some years now. A few years ago, we received a Leonardo grant that allowed us to create a lasting partnership with a Swedish catering school. Within this framework, we have presented a project called “Parcours Hôteliers Européens” (European study tracks in hospitality) and asked for an Erasmus + grant to enable at least 30 students to do a training period abroad for a period of 6 or 8 weeks. In the end, 45 students have benefited from this experience. Relying on our past experience, our whole teaching staff worked together in this project: the school administration, bursar’s office, head of works, teachers of professional and general subjects, language assistants… We managed to create logistical and methodological tools to complete our project and we improved our practices with each mobility period. The people involved in the project met before and after each mobility period for consultation, preparation and assessment meetings. Other meetings were held at the beginning of the school year to assess the activities already done and to prepare those to come. Students were made aware of the importance of an internship opportunity abroad thanks to meetings with students who had already benefited from this opportunity. Our language and catering teachers also introduced this question in their educational approaches: for example, they had the students work on foreign products and discover different practices. The students who wanted to do an internship in Europe to improve their language and technical skills told their teachers and they filled in a questionnaire. They gave a preference as to the destination. The teachers met and selected the students on criteria such as linguistic and technical skills, behaviour, independence and intellectual curiosity. Students were informed of the teachers’ decision. They were each assigned work placements according to their linguistic and technical profiles, as well as their personalities. We know our partners and we know what care they give to the learning-process of our students. We have also worked with our Swedish partner, the catering school of Nyköping that welcomed our students on their first day in Sweden. Our students, and especially those in the vocational school, often meet difficulties in general subjects. That is why we insisted on the cross-disciplinary aspect of our project. Students did some historical, geographical and cultural researching on their destination before the training and when they came back, they worked with Arts teachers on the creation of a recipe book. They also prepared and served a European meal and during the school’s Open House Day, they presented the project. They also cooked European dishes on this occasion. All this work aimed at enabling our students to acquire new skills and the test results in professional subjects and in language courses, including for the Baccalauréat, show the beneficial effect of these internships abroad. The students who benefited from this experience have better results than the others and their averages increased in a significant way after the training, especially in languages. Moreover, these students have been able to take an optional subject called “Mobility” for their Baccalauréat and the points they received helped them pass their exams or obtain a distinction. We also wished to enable our students to open up to the world and to exchange with their tutors and colleagues. We wanted them to come back more competent, self-confident and curious. Those aims were reached and parents saw how the maturity and independence of their children had increased. We wish to help our students to enter the workforce more easily and it is necessary for them to master both technical skills and several languages to find a job in the current economic situation. In the short term, we enabled our students to obtain better marks at school. In the medium term, we think that we facilitated a quicker occupational integration. In the long term, we have wanted to encourage our students to consider Europe as both a professional and personal opportunity and these 6-to-8-week work placements enabled them to open up and grow up in order to go abroad for a longer time one day. We hope that we brought into the French and European labour markets youths who are more skilled, more competent, and more autonomous. Thus, what we wish above all is that we managed to educate European workers and citizens.