The general secondary education in the Karolina School experienced a structural reconstruction three years ago, which meant the commencement of an eight-year long general secondary school system and the restarting of its 4-year-secondary courses. The secondary education lasting for the period of 8 years is aimed at discovering and nurturing talents, while the 4-year-courses are mainly for those with learning difficulties and from deprived backgrounds. Teachers working with the students of these classes have met a high number of challenges, which led to a great need of professional and methodological development of the school staff. For this reason, the leadership of the school decided to launch an Erasmus + KA1 project. The main objectives of the project are to improve the linguistic and teaching competences of those science and language teachers who work in above mentioned areas.Despite the fact that the Karolina School is not specialised in the education of any of the second languages, foreign language teaching plays an important role in the school curriculum. There is a growing demand for successful second language teaching from the parents, society and the Ministry of Education. Therefore, we consider that the professional and methodological development of our language teachers is vital, and improving the use of ICT in teaching and learning languages is necessary in a 21st century classroom. Besides languages, we have taken important steps in improving the education of sciences. This is indicated by the results achieved in local and national maths competitions. In addition to this, there has been a bilingual extracurricular activity for those interested in physics and chemistry for two years. To improve the quality of science education, a continuous professional development and openness are required from the teachers. This can be supported by an insight into the British education system and building international professional partnerships. The newly started four-year secondary classes made their teachers face a lot of challenges. The need of special education, building self-esteem and engaging the students in meaningful free time activities are key factors to avoid early school leaving and to be able to prepare students for the school leaving exams. One of the most successful activities offered so far is the flamenco course. This works as a movement therapy and self-awareness training as well. Flamenco has become very popular among students, and it fits in with the curriculum. Therefore we consider it very important to improve the skills of our colleague teaching flamenco.After a series of discussions with the headteacher, the deputy head and the leaders of the science and foreign languages departments, fourteen teachers decided to join in the project. The essential prerequisites for participation were the followings: second language competence, accepting the aim of the project, and willingness to undertake certain tasks in the project. In the current project there are 6 ESL teachers, 2 teachers of German, a teacher of Italian, a science teacher, 2 maths teachers, a history teacher and a teacher of flamenco. Stages of the project1. Institutional and staff needs analysis 2. Creating an European Development Plan, developing a clear set of objectives3. Staff enrolment for the project and choosing the course supporting the objectives of the EDP4. Writing the application and submitting5. Preparation for the course6. Taking part in the course7. Dissemination within the school and in wider circles8. Improving the education in the institutionThe evaluation of the project is an ongoing process, which is done after and during each phase of the project.The most important results of the project are the followings: the improvement of the linguistic and methodological competences of the staff, understanding the strategies about Europe in the 21st century, and being able to show more respect for the otherness. Besides these, we expect the improvement of the students’ learning competences, and the increase in the number of successful language exams taken by our students. As another outcome of the project is the introduction of content based language integrated learning in more subjects, such as history and maths.The short term objectives are to improve the level of language and science education in the institution, to use ICT more effectively in teaching and learning, to make our students become more open to the otherness. Among our midterm objectives the most important aim is to increase the number international connections of the school and join in a European Strategic Partnership program. In the long run, we believe that the effects of the project will increase the popularity of the school in the area, and there will be a rise in the number of students going to higher education. Finally, we expect that the chances of our students in the job market will also be raised.