Our school is a small-sized rural school which is made up of a primary school and lower secondary school. It joined a project with the title ”A competent teacher is a young man’s success”. The entire project concentrated on students’language skills development in the English language. It was intended to be a key point in their future job prospects and their competing on the labour market, both on the domestic one and the European one. One of the main assumptions ofthe project was to provide a wider range of school subjects on offer which was aimed at halting dropping out of school before graduation. These objectives were to be achieved by implementing certain definitive actions which were listed inthe project work. The main action within the project was taking up an A1 action mobility in a teacher training language and methodology course. The teacher of English took part in a 14-day course in language and methodology course inAnglolang Academy in a town Scarborough. This key action played a significant role in the accomplishment of the project work within the school itself. The strategic point here was to put the teacher’s language skills into the students’success. The main target of the school in this area was to obtain a teacher who will “infest” these young people with his ambition, open-mindedness and his being curious about the world around. It ended up in making English languageclasses much more interesting which certainly prevented young people from playing truants. The teacher’s mobility was aimed at maintaining high standard realization of some projects which had already started, like e-Twinningcooperative project with a partner French school and the innovative approach to teaching foreign languages project implemented two years ago. Furthermore the school ran a European Club course, one hour a week. Applying such anapproach will definitely help students learn much more about the European Union itself as well as it made them more aware of different European cultures and it triggered their curiosityabout different nations and races. Students’participation in the European Club course also aided in improving their English language skills, since the class was ran in English as a working language. As for a long-lasting objective, it fostered some partnership links with some otherEuropean schools for doing a future project in strategic partnerships in the field of education. The other form of a long-standing results was that the students could always, and would always rely on the language skills and knowledge theygrabbed while taking part actively in the school project. Another key aspect was the school promotion while representing it in the international arena. Our school gained prestige and had status. In spite of the fact that there were manyother teachers taking part in the school project at the school place, there wass one teacher going abroad on a training course. It was strictly due to the fact that we are a small-sized rural school with no teachers able to speak Englishfreely enough to take part in a mobility to a different European country, in this respect, to England. Doing the project the main focus was on its being run on a high quality level to use the grant effectively. To ensure this, a complex toolmodel was applied to evaluate its management with such tools used as questionnaires, project documentation analysis and numerous observations. However, the future will only tell if the actions taken up while doing the project prove itseffectiveness. It is only when a young man finds himself/herself on labour market, either on the European one, or domestic, and then he/she will appreciate and assess the project work utility and its benefits. Then, our student will see thathis/her first-stage school played such a significant role in his/her future success and professional career.