The József Eötvös College is located in one of the most underdeveloped regions of Hungary and the European Union, in the Southern Hungarian Lowland. All the problems characteristic to this region have a direct influence on the institution such as, high unemployment rate, aging society, low income, decreasing research potential, few opportunities for development and change etc.). Baja town to which the College belongs, is situated near the southern border, so the town has multicultural aspects with inhabitants belonging to different national minorities. Besides the successful collaboration of the local national minorities, taking over international practices is extremely important. The ERASMUS program, which makes possible the exchange of good practices along with the professional development of students and higher education staff, is of strategic importance. The program has contributed considerably to the development of international relations and partnerships, has helped continue a long tradition of such endeavors and facilitated keeping in touch with the partner institutions. Starting from the local characteristics, the institution has tried to strengthen positive multicultural attitudes by keeping up friendly and professional relations with foreign institutions in the vicinity of the border, by hosting foreign students and teaching staff. Rooted in this multicultural milieu the College has been successfully training national minority primary school teachers and kindergarten teachers, regular primary school teachers and kindergarten teachers, civil and environmental engineers and business and management professionals. The primary aim of the institution is to offer quality and practice oriented education that reaches the standards of other Hungarian and European higher education institutions having a similar profile. The changes within the Hungarian education system have affected our institution as well. With the help of the ERASMUS program our College would like to produce a training program which is unique on national level, is internationally acknowledged, competitive and maintainable. The Erasmus program has substantially contributed to the preservation of competitiveness in all of our fields of study. The 9 completed teaching staff mobility programs enhanced the deepening of relations with foreign professionals. The program made possible the exchange of ideas which could materialize in joint research and publications, and in the inclusion of new ideas into the curricula of our institution. It had a positive impact on the professional development of our staff and on teaching in a foreign language. Erasmus students could attend classess taught in a foreign language (including special subjects and language proficiency classes). Thus, our College could meet higher quality standards and gain prestige. We could detect an increase in positive attitude of the teaching staff regarding the mobility program as a result of which we had 9 instead of the planned 7 staff mobility programs. Due to completed staff mobility programs we could initiate Knowledge Alliences within all of our fields of study. The main aim of non-teaching staff mobility was to increase the efficiency of international contact keeping. The employees who took part in the program could observe and take over the good practices applied by other foreign institutions regarding the Erasmus students? career building, cancelling, integration into college life and administrative tasks. Doing compulsory professional practice required by the curricula of our practice oriented training abroad has become dominant within the student mobility programs. Due to the written reports of our students and to the forums specially organized to inform the students about student mobility possibilities, more and more students realize that with the help of the Erasmus program they can deepen their knowledge on an international scale. The present application has been the most successful in the history of our institution as we could raise by 25% the number of completed mobility programs compared to the 20 that we had been formerly granted. The reports of our students which can be read on our website and on the notice board of our International Office, the forums organized in order to inform the students, good collaboration with the college leadership and the student centered attitude of the teaching staff have all contributed to this success.