Järvenpään lukio encourages its students and members of staff to engage themselves in international interaction and cooperation. When creating international contacts the language teachers are in a key position, but also the principal´s role is vital in international cooperation. In order to develop the school, the curriculum in languages and the school administration in general, the principal and the whole school benefit from having a broader view of how these matters function in other European countries. The language teachers motivate their students to study languages and provide them first-hand knowledge about other countries. However, the number of students studying foreign languages other than English has diminished in Finland. The language teacher is facing a big challenge in the classroom: it is difficult to motivate the students to study languages and moreover, there is a lot of variation in the students´ skills. The teacher´s command of the foreign language and knowledge of current cultural and societal issues require constant updating to maintain a high level of professional competence. It is important that the teachers can familiarize themselves with schools and teachers in other countries and network with them, since these problems and phenomena are universal. By monitoring other teachers´ lessons and discussing pedagogical and didactic issues the teachers can refresh their teaching and transfer good practices to their own teaching. Spanish is a popular optional language in Järvenpään lukio. However, studying languages is a challenging task so many students stop studying after the first courses. Having a lot of contacts and interaction with Spain is one way of trying to increase motivation and interest in studying the language. Since only a few students have the opportunity to participate in student exchanges because of their high cost, one of the goals of our school is to carry out international student exchanges of our own on a small scale so that also students with financial limitations could participate in them. The main objectives for the job shadowing in Spain were to familiarize the participants with two Spanish schools and their staff, the Spanish school system and language teaching in Spain. The participants were to create contacts and increase cooperation between the schools, as well as compare teaching methods, a language teacher´s job description and the challenges of teaching foreign languages in Spain and in Finland. They were to monitor classes, discuss pedagogical and didactic issues with teachers, look for good practices, interact with students to compare views and develop their professional competence and language skills in general. Moreover, they were to establish and develop a student exchange program between the schools. The job shadowing mobilities were carried out according to the plan presented in the application. The participants visited two Spanish upper secondary schools for five days. The participants were the principal and two well-experienced language teachers, one of whom was the Spanish teacher, who also acted as an interpreter. The Spanish schools had created an intensive detailed daily visit schedule based on the participants´ interests and the European Development Plan of Järvenpään lukio. The participants got to know the two Spanish schools and their staff, familiarized themselves with the Spanish school system and curriculum, monitored classes, had pedagogic and didactic conversations with the principals and teachers, compared teaching methods, interacted with students, and overall created contacts and a good basis for future cooperation. The participants reached the goals set for the job shadowing mobilities. The participants felt that the mobility had given them more job satisfaction and motivation and professional competence at work. Their language skills and cultural competence had improved. One of the biggest achievements was to establish and develop the low-cost student exchange of seven weeks with the two Spanish schools. The participants also visited a teacher training college and the Education Inspection Board of Valencia, and made preliminary plans of starting project cooperation with the former.