Our school, the Bókay János Vocational School, has been building its multicultural identity in the past 15 years. Our main educational fields include the education of migrant students, English bilingual classes, student exchanges and the introduction of cultural anthropology as a subject for 9th and 10th graders. Due to the school's sociocultural setting, 10-15% of our students study Hungarian as a second language, 25% of all the students are socially disadvantaged or deal with learning difficulties. Although we have been able to found the basics of multicultural education in the past years and our colleagues are open to improvements and broadening the scope of multicultural education in school, we are aware that we need to learn more about its methodology and see more good practices other schools have already been using. As in Hungary there is no high school where non-native students are taught in larger scale, we need to observe countries where multicultural education is already traditionally integrated in the school system. We need to improve the efficiency of integration, and provide equal opportunity to all our students concerning the final examinations and their further education. We believe that it will only be possible with improving the intercultural skills of our colleagues and strengthening the cooperation between the participants of education, on teacher-teacher, teacher-parent and also teacher-student levels. The participants of the project must have communicative knowledge of English or the language of the host country and must be involved in the school's bilingual and/or migrant education. They have to be committed towards intercultural values. The most important task during the preparation period is to investigate and analyse school's actual needs and to set the aims of mobilities which are planned for 5-10 days. Activities carried out during the mobilities will be planned and set in advance. They are basically focused on getting to know the migrant and bilingual educational strategy of the host country especially from organizational and pedagogical aspects. Participants will also gain experience about how to involve parents, both migrant and Hungarian, in the educational process. Observation of good practices in lessons and during extra-curricular activities, job shadowing and interviews will be the main means of mobility activities. In the third phase of the project, after returning to school, colleagues will share their experiences with the rest of the staff and become active members of pedagogical planning and improvement of the school's pedagogical programme. School management will incorporate their ideas into further planning. Providing that the project is carried out successfully, participants' intercultural competences and pedagogical skills will improve. They will acquire the methodology of inclusive migrant and/or bilingual education in schools which are more experienced on these fields. Members of management will gain an insight into more successful, time-tested organizational operations. We hope that besides teachers, both migrant and Hungarian students will benefit from the project, by achieving positive, tolerant attitude on the personal level and also an improvement in school atmosphere. Results of the project will be continuously reported to parents, authorities and the public. This project will serve as a unique experiment in our region, we expect this will enhance trust and respect towards our school, will raise school's regional prestige and also the support of pedagogical authorities.