Our school, which is close to the city centre, is a popular educational institute, has been functioning for more than one century. Our institute supports both students’ and teachers’ (including the management’s) permanent developments and professional needs. Thanks to the fame of our school we have more and more students year by year; moreover we have to deal with over- application. Lots of parents want their children to be accepted by our school. But at the same time nowadays we regularly have to face up some typical difficulties of our time. Let’s see some of these mentioned problems. One of them is a problem of the anguished, anxious students. They are really difficult to be involved into the class communities. The integration of them and the exemption from their anxiety is a very demanding and challenging job for our colleagues. So this was one of our standpoints for choosing these kinds of courses for our colleagues which made them capable of handling these difficulties or supported them with some methods and ways for our everyday practise. Our appointed colleagues are well trained and well qualified with more teaching experience in teaching foreign languages, so they were able to participate in the foreign mobility project, in foreign language areas (English and French) concentrating on using drama techniques in classrooms. These trainings were important from different points of view for our school. Drama playing has its own importance in language acquisition, in the language teaching-learning process for instance–the concrete benefit in the vocabulary building, in unobserved acquiring of language expressions, of structures and usage. It also supports an unnoticed language practice and use. Moreover it is a good opportunity for becoming familiar with the habits, the traditions, the cultures and cultural treasures of different countries. Apart from these advantages of using drama techniques of storytelling, of using situations in our language teaching, it can have a profit in the improving the community development. During drama playing students’ social and collective competences can be developed. They learn to cooperate in teams, they learn to work for each-other, and they learn to support and help each-other. In addition to be „dressed up” in different characters, to perform different personalities makes them able to express their feelings, thoughts easier. On the top of all that, the anguished student can be involved into the games, plays or situations easier, almost unnoticed. Drama techniques can be essential tools in developing our students’ personalities regarding their age needs and specialities. So, drama playing grows over its „only „ duty, such as supporting foreign language acquisition. Language skills and abilities can be improved in a stress free, relaxed atmosphere by using drama playing. So this is a very important tool in our everyday practice. The project realization was divided in three main parts. The first one was the-Preparation period. After establishing the project team in January and February the courses were chosen and the project material was made. After several harmonization and crosschecks the material was sent in. In the second period of our project, the Participating period, the training courses were taken with some previous special arrangements from May to the end of August. During this step the contracts were signed and the travelling was organised. In the last period of the project, in the Monitoring period, from September to December, the experience of foreign mobility was discussed and the dissemination process was started and the participants wrote their reports. And let’s see some more long term and short term benefits of the project. After finishing the courses the appointed colleagues reorganised foreign language drama study circles which could not be organised without the skills they had acquired or refreshed in the training courses. The long term benefit is their professional language competences were refreshed and supported with lots of activities by native speakers. They concentrated on communicative skills. Such as fluency, vocabulary development, new expressions, collocations, language awareness, pronunciation, intonation. These activities helped them to polish and refresh their language knowledge and made them to be better and more professional, to be able to develop their students’ language competences and development and to able to teach a useable, everyday language concentrating on communicative skills. Finally, Mobility Project supports long term cooperation between some international schools. Now we are getting to be familiar with the E-twinning project and we are planning to create cooperation. Moreover our institute are planning to create and restart our exchange programme with a Polish school this year. Taking part in these projects will help to improve our students’ personal and professional skills, as it written in our Programme.