Florida Secundaria is an education centre defined by its commitment with innovation in education and its spirit of lifelong learning. Being an education cooperative implies that the teachers make a continuous effort with the aim of designing an education project adapted to the current needs of the society. This objective, since it means placing the educational project in the real context of Florida’s students and families, implies the need of being updated, knowing innovative methodologies and exploring and further studying good practices developed by other education centres. Because all of this, Florida Secundaria actively participates in different pedagogical renewal forums at regional and national levels. The lifelong learning objective mentioned above must have an international vision, which includes acquiring knowledge from European education centres. This knowledge will generate improvements in the teachers’ daily work and will contribute to the development of the centre’s internationalisation strategy. The present project will offer the opportunity to six teachers (with more than 10 years of experience, B2 level of competence in English and members of the Plurilingual Project) to acquire knowledge about three European good practices in different education fields. It will also make possible that the knowledge acquired by these teachers is transferred to Florida Secundaria, both to the rest of the teachers and to the students-families. The education fields in which Florida Secundaria’s education project is based and wants to grow in the future are: • Plurilingual project, in order to improve the students’ language competences • Methodology of interdisciplinary projects, to reduce the gap between the learning acquired in the education centre and the society, through a competence-based approach • Improvement in the work with students at risk of early school leaving These are the three pillars in which Florida Secundaria’s project is based. Because of this, having the possibility of studying in situ the methodologies and class practices in reference education centres in the different fields mentioned above is a key aspect for the school’s project and innovation development. The main project activity is job shadowing in three European education centres (in Italy, Norway and Germany), who are experts in each one of the three different interest areas for Florida above explained. It is also worth mentioning that Florida will also carry out dissemination and evaluation activities in the project framework. The job shadowing in the selected education centres implies a research-action process which is expected to cause a direct impact in the students thanks to the transfer of some of the practices learnt in the European centres. At the same time the knowledge acquired will improve the work that the teachers’ teams created in order to improve the school’s project objectives. The transfer of knowledge acquired will be carried out through the teachers’ commissions created for this mission. The project’s results and impact can be differentiated in the short, medium and long term: in the short term the mobility experience, by itself, is an individual learning for the participating teachers. In the medium term, these teachers will open new innovation paths in the teachers’ working teams, and in the long term, other teachers will have the need of being trained and knowing the reality of other European centres, in order to develop the same innovation process. It implies a broadening of the school’s project vision to the global reality of the continuous changing society in which the students live. It will also foster the need of establishing contact networks and exchange of knowledge at European level. The benefits begin with the participant him/herself, and with the working groups in which these teachers are present. The school’s education project will also benefit from the mobility experiences by means of its regeneration and new proposals. And consequently, the students’ learning process will also benefit from this mobility project, as well as the trust that the families have in their sons and daughters’ education.