The Eötvös József Foundation Vocational School dealt with only vocational trainings based on the final exam in the fields of tourism and finance during the project. The main profile of the institution was the vocational training in tourism as a result the international relations had key importance in the institutional strategy. The main forms of the international relations included the generally three-month professional practice abroad. The students of the institutions were able to spend their foreign practice in the United Kingdom, in Switzerland and in Germany. Becoming international was a common practice in our institution, which required higher –than-average demands from the institutional management as well as from the teachers. Békés County is identified as disadvantaged region. The central idea of the institutional philosophy for the disadvantaged students is to give a chance. One form of giving a chance meant the foreign professional practices for those students who did not continue their studies in higher education after their final exam. The partner of the school was the English 2000 School of English (Bournemouth) in this project. Together with our partner, we managed to conduct 9 Leonardo and 1 Erasmus projects. An excellent professional and personal relationship was established between the two institutions. The project was made up of two parts. One week professional and language practice is organised in English 2000. Following that, the students spend 12 weeks professional hotel practice in hotels around Bournemouth. The hotels were chosen by the partner according to mutually determined principles. During the internship the students’ work was supervised by the English 2000. Throughout the practice there was a continuous contact between the English 2000 and our school as well as among the practice places, the students and our school. The main aims of the project were the following: obtaining work experience, expanding students’ professional knowledge in the sectors of catering and hospitality, performing the connected professional practice specified in the curriculum, improving professional skills, and strengthening English language skills. The additional goals included getting to know the culture of other countries, getting reference for the adult mobility, and deepening the relations of partner institutions. The opportunity of foreign practice meant a huge motivation power for students. Altogether 20 students took part in the foreign practice in two groups. During the 12-week practice the students carried out the activities pre-determined in the work program. The students were able to get to know duties upstairs in a hotel, the fields of work in the front office, and the basics of catering sales and they could get insight into the information system of hotels. During the practice the students were provided with the chance of taking part in smaller trips as well as cultural programmes. By the end of the practice all of the pre-determined aims met. The students were given professional experience. They studied to work in team and they learnt punctual and disciplined working. The gained experiences influenced the development of students’ thinking more than it had been expected. The acceptance of other cultures is considered to be the most significant among all. Our students worked together with colleagues with different nationalities. By the oral reports we were glad to hear that the students were able to study to accept and respect the cultures seemed to be strange for them. They created good work relationships. The original expectations were mainly exceeded by the experiences which were provided for the students during the practice. They created work relationships, made friends, which they could use them in their further life. The most considerable long-term result of the project is the change happened in their thinking and manners. Besides the institution could use the experiences gained in this project in its pedagogical work. The regional influence of the project was that higher trained students entering the labour market are able to establish higher values. The students were accompanied by a teacher who spent one week in the United Kingdom. During this week the teacher helped the students’ integration, established relations with the hotels of the professional practice and took part in lessons in the English 2000.