IES Fleming Secondary School in Oviedo (Spain) has been implementing an education policy based on educational quality and internationalization for years. In this regard, the school had set a challenge: to extend the Bilingual Program we already have beyond Compulsory Education and the implementation of the International Baccalaureate, which would complement the great variety of levels we already offer and would make our school become a reference in our city, as it would be the first and only state-funded school offering the Programs mentioned above. Internationalization involves the development and improvement of communication, understood not only as language skills but as other types of communication essential in a global world. These new types of communication also require mastering ICTs, another challenge our school has tried to address gradually and enthusiastically with the support of the entire educational community for the last few years. Dealing with a diverse student body with different learning styles and mixed abilities was one of our priorities too. In order to adapt to those varied students needs we needed to get acquainted with the latest approaches and techniques used in other countries. The sixteen participants in this project are characterized by their strong pro-European and innovative profile, with a high degree of involvement in improving the quality of teaching in general and particularly the quality of our school. They are all backed up by their experience either as European Programs coordinators or participants or as teachers in the Bilingual Program and they are all supporters of the International Baccalaureate. They are also highly motivated to update their methodological and teaching skills, to improve their linguistic and digital competence and to share their experiences with the rest of the teachers and students. This project planned two types of activities: on the one hand, teachers currently working in the Bilingual Program and/or those who would like to teach in the International Baccalaureate needed to improve their language, digital and methodological skills by learning new and innovative methodological approaches and tools. On the other hand, participants demanded professional observation activities (job shadowing) in associated centres in France and Finland, where relevant and important aspects of French and Finnish school systems, such as school and classroom organization, school facilities, budget, the different teaching plans and methodologies as well as the treatment of mixed-ability students have been studied in situ. This project aimed to achieve a decisive modernization and a full internationalization of our school, although the implementation of the Bilingual Program and/or the International Baccalaureate will still take some time. We can assert that the goal has been achieved thanks to the introduction of new methodologies and innovative technologies as well as the enrichment provided by shared experiences with other European colleagues whilst observing their organization policies and methods, which will help us devise new projects.The improvement achieved in linguistic, digital and methodological skills by participant teachers has greatly contributed to these aims. This project has also increased our students’ motivation to participate in European or/and other institutional programs and made them aware of the importance to open themselves to a world that knows no borders. This undoubtedly leads to reducing early school leaving and to improving the quality of teaching in our school.