Charlotte-Salomon-School has a long tradition teaching children with mixed abilities and from different cultural and financial backgrounds. The primary school is located in Berlin-Kreuzberg, a very multicultural area in Berlin. We teach mixed-age classes in year groups 1-2-3 and 4-5-6 throughout the school. In every class there are an average 4 children with various disabilities needing extra support in a variety of ways. Some of them (e.g. children with learning difficulties) are taught according to a different curriculum. From school year 2016/17 our school will be one of six schools in Berlin with an inclusive focus. So we are consantly striving to improve our teaching methods in regards to differentiation in order to support every child in their individual learning process. Therefore there was a great interest among staff to visit schools in other European states who have a much longer experience with inclusion and to engage in dialogue with teachers there. Foreign language learning is especially challenging in regards to differentiation. It was our wish to learn from colleagues in the schools in Iceland, Italy, Ireland, France and Spain. The school in France was visited by our two French teachers. For the visits in the other countries we formed groups of three or four teachers including special needs teachers as well as primary teachers in order to guarantee a wide range of perspectives on what they were seeing there. The foreign language teachers involved did not have specialist subject knowledge. So there was a great demand to improve teaching skills, especially in matters of language skills and TEFL. We sent two teachers to respective courses in England. In the beginning of the project we named tasks and questions as well as selecting appropriate courses in our special needs and MFL teachers' conferences. Their experiences and insights were reported to all the staff at meetings and collected and evaluated by the respective teachers conferences after every visit. At the end of the project these conferences worked out suggestions for changes, improvement, and innovation which were brought before the teachers conference and the school board. These changes comprise mainly ideas for school organisation, structuring the school day, using staff resources and organising support for SEN children. The teachers who took courses were to share their knowledge in teachers meetings. Although the courses greatly helped develop their language skills, there was no new input for teaching methods.