By signing the Erasmus Charter, Debrecen Reformed Theological University (DRTU) undertook to modernize and internationalize its educational programmes within the framework of Erasmus mobility supporting by the European Union. The endeavour of our university is to raise up the standard of education programmes and also to give assistance to staff and students to obtain international experiences. According to the Fundamental Principles of the Charter, DRTU set oneself the following purposes: To increase attainment levels to provide for our Church and for the Hungarian public education and cultural institutions well-educated experts possessing international experiences. To offer vocational trainings with modern knowledge?s and skills, which satisfy the real demands of clerical and non-clerical labour-market, make the stream of labour force feasible and turn out experts, who are willing to participate in lifelong learning. To increase the mobility of staff members of higher education, as well as to implement of international experiences and demands during the development of educational programmes. To increase the number of our partner universities and to improve the intensity of international relations. To improve the system of the governance and quality assurance of our university, and also to expend available funds more efficiently. By the implementation of the above-mentioned aims our university undertook to respect in full the principles of non-discrimination and ensure equal access and opportunities to mobile participants from all backgrounds. By signing the grant agreement of the academic year 2014-2015, our institution undertook the following number of outgoing students and staff: student mobility for studies: 12, student mobility for traineeships: 4, staff mobility for teaching: 7, staff mobility for training: 3 participants. The achieved number of participants during the academic year: student mobility for studies: 11, student mobility for traineeships: 3, staff mobility for teaching: 12, staff mobility for training: 9. First and last, by signing of the grant agreement, the total planned number of participants was 26, but the achieved number is 35. To sum up, it can be stated that all original quantitative objectives of the project has been met, as described in the grant agreement and the Erasmus Charter for Higher Education, moreover the achieved number of outgoing participants exceeded the planned and undertaken number of mobility. On the occasion of student mobility the participants gained notable international experiences. During their studies or traineeships they got acquainted with the culture, language and higher education system of another member-country of European Union. They made good contact with citizens of the receiving country and also with incoming students of other European countries. These students are more open-minded, more sensitive towards intercultural relationships and cooperation, more interested in international political life. They are rather intend to participate in mobility, they are more confident, convinced their abilities and curious about new challenges. Moreover, participants of student mobility for traineeships became more open-minded about demands and expectations of the European labour market. To acquire these competencies can be possible only due to the mobility activity abroad. Taking part in staff mobility in order to teach at partner universities is very important for our outgoing colleagues. To reinforce the cooperation with the partners and to build up new professional contacts were the primary benefits for the participants. Thanks to these reinforced contacts the number of incoming mobility increased as well. As the significant advantage of teaching staff mobility, outgoing teachers ? when their lectures and seminars were integrated into the curriculum of the receiving institution ? have gained sector-specific or practical skills by learning from good practices abroad, especially in the field of teaching methods and using of the specialized literature sources. All of the participants of staff mobility for training related unanimously that they have gained relevant sector-specific or practical skills thanks to their Erasmus+ mobility activity. Overwhelming majority of the participants have increased their job satisfaction, have learned from good practices abroad, have enhanced their organisational and/or leadership skills, and have increased linguistic, social and cultural competencies. To sum up, it can be stated that staff mobility for training is an important instrument to reinforce the relationship and cooperation with the partner institutions, which conduce to increase motivation of students and teachers for taking part in Erasmus mobility, and effectiveness of the necessary cooperation in the field of the administration as well.