The mobility project that we have just completed was part of the process of enhancing the international and European dimension of our school and concerned primarily the British international section of the school. It aimed at giving the teachers of the OIB department (particularly those who are not native English speakers) as well as those who teach European classes, the opportunity to enrich their teaching practices, linguistic skills and knowledge of their subject, through a two-year mobility project that combined summer courses organized by British institutions (Cambridge and Oxford summer schools, Marlborough College summer school) and job shadowing (observation and peer teaching) in British schools and European schools that offer the same type of teaching as the international section of our school. A total of 17 mobilities have been carried out over the 24 months of the project, involving 9 different teachers, 4 English teachers and 5 teachers of non-language subjects in English (history, geography, maths). 8 of these mobilities were job shadowing experiences in schools in the UK (Belfast, Ingatestone near London), in Sweden (Boden) and in Romania (Braila). The other 9 mobilities were courses offered by private institutions in England, Scotland or Ireland. These courses focused either on a specific academic topic (Artistic Renaissance in Italy, history of World War I, creative writing) or on anglo-saxon teaching practices. The project has fully met our expectations. First, these mobilities have allowed the participants to improve their language skills, English being the teaching and communication language used during the mobilities.The participants have also enhanced their skills in their subjects thanks to the summer courses focused on a particular area of knowledge (art history, English literature). The observation periods in foreign schools and the summer courses focusing on anglo-saxon teaching methods have given them the opportunity to learn about, observe or/and practice new educational techniques and to acquire new expertise, for instance in active or/and flipped learning in relation with the use of ICT in class. These new skills have been widely re-invested in class by the teachers who now use active and project learning on a regular basis (see MUN= Model of United Nations project). Inspired by what they have observed abroad, some teachers have decided to experiment flipped learning or differentiated instruction in class. Likewise, a project using tablets, combining educational innovation and the use of ICT, has been initiated in the school. Besides, the observation periods in British schools have strengthened our desire to diversify the training offer of the international section. Thus, the students of the international section will soon be offered the opportunity to prepare and sit the IGCSE, the international version of the British GCSE. This exam will allow our Year 11 students to get an internationally acknowledged degree validating an exellent level of English and likely to facilitate their access to both French and foreign universities after they graduate from high schhol. Thsi project is being finalized at the moment and will reinforce the international dimension of the school. Finally, these courses and observation periods have allowed us to create new professional contacts and to develop sustainable cooperation with the foreign schools involved, thus enhancing the European dimension of the school, namely through different projects such as exchanges, intercultural pedagogical crosscurricular activities or the development of individual mobilities for students. All in all, the quality and efficiency of our teaching and therefore the students' training have been significantly improved thanks to this project.