The project " From single-dimensionality to multi-dimensionality" took place in February/ March 2016 in Kepno, Poland. It was realized with a gruop of 12 participants (14 including teachers) and had a duration of 3 weeks. Participation was open to trainees in initial vocational training in the dual system and students from vocational schools (IVT) as well as students preparing for a vocational training. The project maybe opened international job perspectives to our participants from the economically relatively weak region of East Frisia and contribute to reducing fears and inhibitions concerning working in another country. With these means young people are supported and encouraged to enlargen their spectrum of general or vocational experiences and to acquire and improve knowledge and skills for their vocational and personal development and their future chances on the European market. Not only the improvement of the quality of training but also the increase of personal flexibility of the trainees by coping with different and new challenges is one of the aims. We expected that the visit in the foreign country will contribute to change the emotional and cognitive disposition towards life and work abroad positively as the idea of working there will be connected with less fear of the unknown and uncertain but with positive experiences and convictions. The meaning of the name of our project is concretized in the subtitle: "Education is one-dimensional future, international education is multicultural, vibrant, multidimensional future". It aimed to strengthen existing international cooperation relations, so our cooperation with Polish partners and thus the existing basis for other projects to improve the quality of education of young people and thus their chances on the labor market. This includes the continuous improvement of the quality of cooperation with our partner school in Kepno, Poland, in order to promote the learning mobility of apprentices and thus the quality of vocational training in both countries. The project was supposed to strengthen the understanding of different cultures and countries, to develop intercultural awareness and to initiate a sense of European identity, the project created a safe environment in which both sides got to know the training opportunities and conditions and their cultural habits. So it opened new national and international career and life options to the trainees of the economically disadvantaged region East Frisia by mediating social, personal and professional international experience and skills and improving the language skills of the participants. It helped to overcome existing fears and inhibitions to work in another country. The intercultural education and lifelong learning contributes to our project aims, as young people acquire key competences and skills that are needed on the current and future European labor market. It thereby helped them to structure their active personal role in society and in the profession and to develop individually in their personality, thus increasing the probability of employment of young people through more self-responsibility, self-esteem, cooperation skills and professional competence, it probably prevented early school leaving of immature participants. This success had an impact on more apprentices and motivated them to participate in international projects to enhance their international knowledge and skills. Companies and institutions on both sides might be open to future projects and motivate their students to attend foreign internships and offer those themselves. The project maybe arouses interest at potential trainees and trainining institutions for which the Conerus-school can present itself as a competent partner. Training companies developed not only the skills of their own trainees, but also participated as operating in the development of East Frisia, Germany, and thus the European region. The information about our internships reaches beyond existing contacts and the local media but is perceived by the various committees at the local level and the bodies of the district, chambers, guilds and probably departments of the Ministry of Culture. The experiences and results could be integrated into training schedules.