A project ‘Teaching Staff of Andrejs Upits Skriveri Secondary School Competence Development of CLIL Implementation’ was carried out at Andrejs Upits Skriveri Secondary School in Skriveri, Skriveri district. The implementation of the project was determined by aspects such as the rapid decline of the students, the need of new and high-quality supply of education, as well as the need to create new opportunities for both the school teaching staff (during lessons to use different pedagogical solutions) and students (rising competence of the foreign language). The following goal was set: to raise Andrejs Upits Skriveri Secondary School teachers’ competencies to use full CLIL methodology during lessons. In order to implement the goal the tasks were: a) to strengthen teachers’ foreign language skills; b) during courses which were organized at school and mobilities the CLIL theory and methodology were learnt; c) to get acquainted with the latest techniques and trends in bilingual education; d) to prepare for partial or full implementation of the represented subjects in a foreign language. The project was implemented through a complex approach: each participant of the project at school was prepared for mobilities, providing language training (on their own without external financing), and providing an opportunity for both teachers who realize mobility and others who were interested in (a total number of 20 teachers) at school premises to acquire the course Content and Language Integrated Learning - CLIL 2 KP which was led by Latvian Pedagogical University and Psychology Faculty’ specialists. After linguistic and theoretical preparation, eight teachers participated in 12 mobilities (1 mobility – the improvement of foreign language skills, 1 mobility - courses for school internationalization, 1 mobility - participation in European History Teachers Association annual conference-seminar on diversity in the humanities education, emphasizing the language need, 10 mobilities - according to the taught subject or field of science (humanities, social sciences, science related subjects) - CLIL theory and methodology courses), and after that experiences were shared. In parallel with these activities throughout 2015. /2016. during the school year teachers’ learning groups were organized, which were implemented in both new teaching material development and thematic discussions on experiences during mobilities. The project mobilities were implemented by 8 experienced teachers, representing 10 subjects in all branches of science (humanities, social and natural sciences) fields. In total, the project involved 20 teachers who participated in the courses and / or learning groups, satisfying their interest and curiosity in CLIL approach. The project was put forward the following expected result: prepared teachers fully or partially present in their fields corresponding subject through CLIL methodology. That has been achieved. The project implications were envisaged for both the local and regional level: providing the potential increase in the number of students, teachers and students’ motivation increase and the increase of school competitiveness, in comparison with schools in the region. The intended effect is achieved because the students from other schools who started to attend our secondary school have increased by 20% compared to the period before the start of the project. Until the implementation of the project there are visible the short-term and long-term benefits. The short-term benefits of the project are prepared and motivated teachers (acquired and / or strengthened knowledge of English and CLIL Theory and Methodology), created a group of teachers, who deals with the introduction of CLIL issues and developed training materials for working with CLIL method. In the long term benefits are seen as at school and as at the individual level. At school level - work is carried out by using modern and XXI Century compliant methodology which was implemented by the qualified and motivated teachers, teaching students, whose foreign language skills are increased in comparison with schools in the region. In regional level - the number of students are increased and the school level of competitiveness too.