The IES Alhama is a Secondary and post-16 Education school, with 485 students currently on roll. There are bilingual sections for both French and English, as well as a programme in cooperation with the Official Language School, which allows the most motivated students in foreign languages to receive a B1 and B2 qualification in English and a B1 qualification in French. Besides, the school is also involved in student exchange and immersion programmes with other European countries (France, the UK and Slovakia), as well as with the project partners from the Comenius, which began the last academic year and which will finish in 2015. The attention to diversity given to the students with learning difficulties is also highlighted in our educational approach, grouping them in small classes and adapting their curriculums when it is necessary. In addition, we should point out the effort made by the school to enhance the student’s autonomy and entrepreneurship, carrying out projects which will prepare them for the work environment: training with LaborESO, self-financing of the school magazine, designing and creating the set for the school play, NGOs fund-raising, participating in the Ecolympics project and in the Reading in pairs project, taking part in the Drivers project and in the First Lego League Contest. Of the 55 teachers at the school, 15 teachers are participating in this project. These teachers are already involved in foreign exchanges and in the bilingual sections. The training activities planned for them are spread across four areas: English- and French-language skills, CLIL methodology courses, ICT and entrepreneurship and student's autonomy courses. All of them will contribute to the academic improvement in our school and will optimise the linguistic exchanges, the techniques in teaching bilingual sections, the use of new technologies, which have proved essential in all exchanges so far, thus, enhancing the student's autonomy and independence. With the school’s current situation in mind and considering the possibility of improving its academic performance, meetings are carried out for the teachers who are interested in the project. So, after analysing the needs of the school, the teachers’ profile, the training activities suggested by the partners, and the long-and-short term benefits, as well as the effects of the project on the school itself and the local area, the need to present this project is positively considered. In this way, the impact of the training received is expected to cover the school itself (teachers and students) through to associated institutions such as teacher-support centres, youth groups and various departments of the local administration.