Eötvös József Primary School is one of the best known schools in Csepel, Budapest. In recent years we have taken part in international projects which were organized within the framework of the Lifelong Learning Programme. These projects were student-centred ones, but we also wanted to make a teacher-centred project. Some institutional needs have been identified: strengthening the co-operation between teachers in our ever growing school; preparing students for new challenges, but besides this we have to teach them to use the communication channels properly; the renewal of teaching methodologies; our school library needs a new place and role in the school; and we need to keep alive and expand the international relations we have nurtured over the last few years. 9 teachers from our school took part in job-shadowing activities in this two-year long project. A German teacher took part in the normal life of a school in a German-speaking country, Germany, where besides developing her linguistic competence she learnt about the cultural background which is essential to the teaching of an ethnic course. 4 teachers visited a school in England, firstly to develop their expertise in effective ways of teaching assistance, secondly the development of their methodological competence and thirdly to study the problems which arise through the use of the internet among students. 2 teachers spent two weeks in Finland, one of them is a librarian and observed the role of the library in everyday educational work, while the other teacher who is a higher primary school tutor developed her expertise in career planning. 2 music teachers got to know the method used by the Finnish in music teaching during their weeks in Finland. The benefits from the project inclide the close co-operation formed among the members of the project team, and that the members shared their experience with the staff, and this cooperation will also migrate across to those members of the staff who haven’t taken part in the international project work, in addition our students will acquire up-to-date skills, which can help them in the labour market. To summarise, during and after finishing the project, the information that was gained in connection with learning methodology, cultural experience and use of the library as a resource was passed to other colleagues and used in their day to day teaching activities. The positive experience gained with these further studies will be integrated into our own practices to assist and facilitate the teachers’ and the children’s lives year by year. We are confident that the positive benefits gained through this programme will stay with us in both the short-term and long-term.