The purpose of this project is teachers retraining, both in linguistic and methodological terms. This updating will benefit the whole school community and will be made suitably available outside the school limits thanks to the implementation of the established measures. This project, titled “Enhancement of Language, Culture and Methodology Skills of The Official School of Languages in Segovia Teaching Team”, has been devised by the school leadership team and the teaching staff as a tool to meet the structural needs of our students, over 2800 this academic year. Our Language School has its head office in the capital city of the province, and headquarters in three more towns of the province. All of them are small towns in rural settings, with little industry and scarce chances of accessing the labour market and with an economy based on the tourism and leisure sectors. This makes our teachers´ language and multiculturalism awareness a must, in order to guarantee high-quality education. Our students profile is varied, as well as their social and employment status, ranging from people who have completed secondary education or technical training to university graduates with few chances of getting a job. The current situation, with high rates of unemployment, makes learning languages a staple condition to join the labour market. Our School Educational Project considers communicative methods as the only approach to teaching foreign languages optimally and in practical ways. This project will promote our creative methodology by providing our teachers with updated resources, and it will make our students feel confident about our educational process. The project has seven participants, all of them English teachers with more than 15 years of teaching experience and deeply involved in the School Staff Training Programmes. The six of them have already done courses abroad in the past. The six teacher training courses they are asking for financial help to take part in are: 1. "Teacher training: current trends, theory and practise", International House, London. 2. "Contemporary English for adult educación staff", Bell School, Cambridge. 3. "Contemporary English for adult educación staff", Bell School, Cambridge. 4. "Summer course in English phonetics", University College of London. 5. "Professional development for teachers of English as a foreign language", Language Link London, London. 6. "Creative methodology for teachers of English as a foreign language", Language Link London, London. 7. "British culture for theachers of English as a foreign language", Language Link London, London. The participants are working on the Project together with the help of the Headmaster and Head of Studies of the School. One of them teaches the C1 level which entails a high level of demand to keep herself updated on the language competencies she needs to give her lessons, while another participant is the coordinator of a team of teachers organized by the “Dirección Provincial de Segovia” to encourage a more communicative approach in infant and primary schools in Segovia and its province. The dissemination of the project will be carried out firstly at school level throghout a course or seminar for the other teachers of the school with the participants as lecturers staff and department meetings and our website and school blog. The School keeps a permanent contact with local and regional media which will enable us to have an extensive coverage of this European project. The project assessment will be undertaken not only through interviews and meetings between Head teachers, English department and participants, but also through an online survey to our students, which is available in our website as part of the School Services and Commitments Catalogue. Further matters related to the project might also be reported in the school website. Language teachers need all the help they can get because, obviously, in their case, the language is at the same time their teaching subject and their channel of communication in the classroom. Unfortunately, by living in a different country from the one where the language we teach is spoken, we are not in daily contact neither with the language itself nor with the culture or daily life of the speakers of this language. The only way to achieve this contact, exchange experiences with other European teachers and refresh our teaching methodology is through this type of European programmes. The benefits of these mobilities will be manifold in our school and, to be sure, will have a follow-up in our future staff training programmes helping us to continue with our ongoing efforts of updating our linguistic, cultural and methodological competences.