Our project has emerged from current unfavourable situation of the school. On one side, there is little interest in studying food analysis and food processing and hygiene, as well as adverse demographic situation. On the other side, there has always been exceptional role of the school within higher and secondary vocational education given historically and professionally and, in general, recent increased focus on food quality in the society and demand for graduates in the labour market. Our intention was to affect and improve the current situation of the school. In compliance with the aims of the project we have enhanced English language competences of teachers involved in vocational education, lab assistants, a school prevention methodologist of risk behaviour as well as the school management. As a result of the project the participants have started cooperating in terms of cross-curricular education, are motivated to acquire new information and teaching methods and are confident enough to communicate with educational institutions Reaseheath College, UK, and ENIL, Mamirolle, France. The English language teacher has enhanced her language and methodological competences, has been inspired to use new teaching methods and activities and gained new information. 10 staff members participated in the project in 11 mobilities: 1 member of the school management (vocational subjects teacher, too), 5 teachers involved in vocational education (e.g. food chemistry, analytical chemistry, and microbiology, food and dairy technology), 1 school prevention methodologist, 2 laboratory assistants and 1 foreign language teacher (English). There were 3 organizations involved in the project: VOŠP a SPŠM Kroměříž, ČR, International Projects Centre, Exeter, UK, and Edinburgh School of English, Edinburgh, UK. The project realization included a preparatory language course and organizational and cultural seminars. We realized staff training abroad: 9 general English language courses (Better English for Teachers with IPC in Exeter, UK) and 2 English language methodology courses (Creative Methodology for Teachers with IPC Exeter and Active Methodology for Teachers of English with Edinburgh School of English). Based on the results of evaluation, in both activities the participants have improved their language competences, communicative, interpersonal skills and organizational skills and have gained new approaches and information. The projects has impacted individual participants (see above); organizations (VOŠP and SPŠM Kroměříž: implementation of cross-curricular materials into the teaching process, implementation of ECVET, positive transfer from teachers to students, regained credit; developed cooperation with s IPC Exeter and established cooperation with Edinburgh School of English) and target groups (management´s cooperation with Reaseheath College and ENIL, Mamirolle, France, and job shadowing in UK); school prevention methodologist was ready to assist with students´ language course in UK; vocational education teachers have enhanced their language competences, gained new knowledge about British dairy products and introduced them at school, created cross-curricula teaching materials and joined job shadowing in UK; English language teacher has acquired new teaching methods, materials, information about Devon and Cornwall counties as well as Scotland; students attended cross-curricula classes, noticed raised self-confidence of the teachers and their active approach towards studying foreign languages, their branch and overall teaching. Furthermore, they have been introduced to good examples of lifelong learning. Subsequently, the students specified their study needs and expectations (practical training abroad, cross-curricula education). The output of the project includes handouts and presentations used within educational process, as well as a CD with photos, presentations and articles for school promotion. Dissemination included articles for school website, our students‘ magazine Fresh Milk and Zlín region educational website. Asset of the project lies within enhanced language competences, motivation for further work of the staff, which next led to initiated and developed cooperation with Reaseheath College, UK, and ENIL, Mamirolle, France. Final exams at the school (school-leaving exam and higher vocational school graduation) proved that our students´ skills and competences can meet needs of potential employers both in the Czech Republic and abroad. During our students´ mobility in UK our future diploma specialists were offered a food technology job in Britain. We believe we have contributed positively to school´s image, increased interest to study at the school and initiated first steps to regain lost credit of the school. Relations established with reliable and high-quality foreign partners for both language and professional project cooperation are considered to be of a long-term benefit.