IES Bajo Cinca (Fraga) is constantly evolving and many are the projects that we try to implement. The effort that this dynamic requires of teachers is very important and therefore training courses to encourage and facilitate educational innovation, based mainly on improving teaching methodology and language learning is essential. Other fields that complement these main avenues of work are the application of ICT and the internationalization of the centre as diffuser of European consciousness, according to the objectives and priorities of "Europe 2020". There are four teachers involved in the Project (three teachers and one counsellor) supported by the Pedagogical Coordination Committee and by the Management Team. All the teachers are linguistically qualified, which will allow appropriate progress of the training courses. Another important point regarding the candidates is their current participation in the bilingual projects developed in the centre (CLIL, Bilingual English Project, Bilingual Catalan Project, Spanish for Foreigners) and their implication in the life of the school (out-of-school activities, magazine, workshops, etc). The development of four mobilities is expected within the project. In the first place, two participants will carry out a job-shadowing experience in a centre in Sweden in order to observe new methodologies and their direct implementation in the classroom. Afterwards, other participants will travel to the UK in order to carry out a structured course on methodology, creativity and motivation in the classroom. Finally, one participant will do a structured course in Finland on the teaching-learning process of foreign languages. The methodology for this project is based on the desire to incorporate good educational practices based on the needs identified in the centre. First, an analysis of needs was made and in subsequent meetings the objectives and the actions to take were developed, never losing sight of the ultimate impact on students. All this work has been done by teams reaching agreement in all aspects detailed in the project. Observing the organization of foreign centres will offer the participants a model in which they will be able to find either elements to improve their teaching or tools to improve the students’ academic results and, therefore, prevent school leaving. Moreover, results will improve teachers’ communicative competence which will benefit students directly. All of this, in a frame which fosters the idea of building Europe by a better trained, more intercultural population with a feeling of belonging to a same citizenship. In the aforementioned manner, the centre will achieve a higher internationalization and methodological improvement which will revert to the teaching practice and thus, to the students and their academic results. In conclusion, we want IES Bajo Cinca to be an innovative centre, open to new proposals and good practice thanks to the growth provided by the exchange of other educational reference systems in Europe.