The school's 10th grade and graduate students participated in the project. Unfortunately, the Finnish part of the project failed to participate, as the Finnish partner came up with requirements after the original agreements which did not allow us to send out students for professional practice. 14-14 of our students attended the mobility project in Germany in two turns. Most of the students are socially disadvantaged, have difficult social backgrounds, come from single-parent families or seriously neglectful parenting backgrounds. The majority of the students find it difficult to adapt to social norms, and have minimal emotional competence. The majority of students involved in the project have not been abroad, had no opportunity to test the foreign language and professional competences. Both mobilities were preceded by the establishment of the project team, which consisted of the representatives of the school management, project coordinator, the manager of finance, marketing manager who is also responsible for tenders, professional teachers, masters, mentors. The first step in the case was negotiation with the foreign partners first by e-mail and telephone, then in October 2013 in Göd we held a Project preparatory conference which was attended by delegates from Finnish and German schools. After the conclusion of the statement of intent the drafting and compiling of the mobility programs work began. Selecting the students also provided the opportunity to students to contact the German students. Students travelling to Germany also took part in the school's cultural, linguistic and professional training. The German mobility was organized in two turns. In the mobility the Hungarian and German students learnt together about building bridges through theoretical and practical modules, and also dealt with statics. They studied bridges together, too. First in groups they made mock-up bridges and then they made them of wood and metal as project products. Our aim was to make the students become familiar with the German dual vocational training system, and to make them see and experience at first hand how the companies and educational institutions can cooperate. This is especially important in today's Hungarian vocational renewal process. It was also important to deepen relations with the partner institutions, and to expand the possibilities of future cooperation . The intercultural experience, work experience our students gained in the foreign area could help them lay the foundation of their career . In joint work with the German students the Hungarian students became more motivated, they could gain experience and learn more about effectiveness from each other in non-formal learning. The aim was to help students experience the difficulties of co-operative work, effectiveness, learn to make decisions in a group and to take responsibility for the decisions they make. The whole project was being traced by the development of digital literacy, on the facebook page of the school information was given about the process and results of the project constantly. The students were able to quickly integrate into the host country, cross-cultural communication competences developed significantly during the joint work program. They were able to communicate things related to their daily routine in a foreign language more and more autonomously . They learned about the technical language terms which they could also use in part. They had the opportunity to learn about pneumatics, which is the specific professional area of ​​the German school, and with which they acquired new technologies, and increased professional competencies. In the field of timber industry students learnt about the Japanese saw and its use. Our school's students in Göd who participated in the project proudly told their teachers, masters and schoolmates abour their experiences. The expected impact of the project was to increase students' chances for future employment abroad through the acquired knowledge and experience. The students' professional self-esteem increased, the possibility of non-formal learning led them to success . The joint work, particularly in cooperation with non-residents reduced their socio-cultural disadvantages.