CONTEXT AND BACKGROUND. The mobility project IES Victorio Macho has its origin in the concern of teachers in the school by increasing the range of activities, actions and possibilities to its students. The school is a secondary school and high school in which there is also the training cycle of higher level of the professional family of physical and sports activities. We are located in Palencia, in Castilla y León. The background is on one hand the realization several years of school exchanges with high school students and on the other hand the motivation of teachers to these actions to extend the school to Europe ago with the idea of "making more European" our students; . In this line, and specifically in the training cycle, the arrival of Professor Oscar Pérez Sáinz during 2012 the school was also a push for his previous participation in European exchange programs such as the Comenius and Leonardo. OBJECTIVES. The objectives that we set from the direction of the school and the Erasmus + program coordination for the mobility of our students are organized into four major fields of competence, and generally are: 1. Strengthening scientific competence. 2. Increase the linguistic competence. 3. Generate greater social competence. 4. Increase the professional skills and specific skills. NUMBER AND PROFILE. The mobility project of the school includes among other aspects the form of access to the program for both students and faculty. As for the selection of participants is concerned, since the school has followed a policy characterized by three main lines at all times: clarity, objectivity and publicity. Thus the selection process is fair to all potential candidates. The mobility project in its different sections is available at the address http://tafadpalenciaerasmus.blogspot.com.es/ For twenty-four month project 2014/2016 the number of participants has been eight, broken down as follows: - Mobility for trainees - 7. Of which 6 mobilities have been developed in the school year 2014/2015 and 1 of them in the school year 2015/2016. - Mobility for teachers in training - 1 Mobility, developed in the school year 2015/2016. The profile of the participants in the mobilities of students has been the students who are studying the second course of the training cycle of higher level TAFAD. Directed mobility to the realization of practical module companies, known as Job Training Centres (FCT). With a duration of 380 hours. The profile of the teacher is a teacher training course, department head and coordinator of the training program Erasmus + of the school. With a teaching experience of 14 years of which 7 with specific teaching in training courses and other 7 years in management teams. ACTIVITIES. The activities carried out since the Erasmus + coordination for the implementation of the program, once granted this, as well as their mobility, they can be arranged as follows: 1. Advocacy and dissemination pre - lectures, panels, emails and blog. 2. Activities selection -. 3. Preparation Activities mobilities: a. Search and attract companies target practice. b. Implementation of agreements and organizing exchanges of documents with partner companies. c. Specific language training course oriented physical activities and sports. 4. Economic Management program. 5. Activities during mobilities - Monitoring and approval of students. 6. Activities after mobilities-evaluation, dissemination and publicity. Member companies where they were held mobilities were: - The Spinach Group LTD in Malta. - The Broomhill Sports Club in Glasgow, United Kingdom. - European Sport Funding, in Glasgow, United Kingdom. - Ecole Francaise ski. ESF, Chamonix, France. RESULTS, IMPACT AND BENEFIT From interviews, surveys and reports by beneficiaries of mobility grants, you can see the high level of satisfaction with the program. The results are extremely positive and are a great support for the continuity of the program by the school. Particularly noteworthy are the increase in the degree of maturity of the students, their greater capacity for teamwork and social and linguistic development. In the case of teacher mobility highlights the increasing methodological and technical competence and linguistic alike. Similarly we make positive reference to cooperation between institutions and transnational companies at European level.