Gesamtschule Hardt has a broad experience in the field of international cooperation, predominantly, however, comprising student focussed activities. All these efforts have led to the fact that our school was certified as “Europaschule NRW” (European school), which we see as a trigger to expand our international activities. In addition to this Europe-oriented emphasis, our school distinguishes oneself in a constant improvement of the quality of teaching (cooperative learning methods, digital skills) as well as the advancement of organisational patterns. The implementation of a bilingual and a MINT (Maths, IT, Natural Sciences, Technology) class in year 5 both require the amelioration of education as on the one hand the teachers of these classes face a growing heterogeneity as regards learning performance. On the other hand the students’ interests and affinities to these profiles also induce more demanding learner attitudes that is (to some extent) new to our teachers and requires different and unfamiliar approaches. The project specified in this paper is expected to benefit from these resources and is at the same time designed to contribute to meeting the needs depicted above: The international contacts set up in training courses and job shadowing projects at our partner school aim at providing our colleagues with the skills to crucially add to the quality of English and Maths lessons. We opted for these two project activities due to our experience in the past (positive feedback after training sessions in England and a motivating project integrating the subjects Spanish and Maths) and are planning to evaluate and compare their impact on the quality of teaching at the end of the school year. By setting up clear tasks in meetings with school administration and other teachers of the same subjects (“Fachkonferenzen”), our teachers will successfully complete their project. As regards English, the focus will be on collecting differentiated materials and methods for CLIL teaching, while our Maths and MINT teachers will be asked to work on their curriculum and develop differentiated material for creating autonomous learning environments during their visit at our partner schools. The objective for the planned subsequent visit of teachers from our Spanish partner school is the development of methods, which proved to be one of our key competences in the aforementioned eTwinning project in 2011/2012. The improvement of teaching quality is expected to be achieved by augmenting didactic skills, entailing the usage of methods and learning materials and the associated ability to reflect on school education, both with respect to teaching in general and particularly one’s own competences. The intercultural value added will also lead to an increasing reflection on our teachers’ professional practice; the preparatory and follow-up activities of the involved colleagues will include the professionalization of their work with new media as well as the brushing-up of their language skills. As regards the visits in Spain and Poland, we hope that the first encounter with the Spanish language will be successful. Additionally, transmitting the experience to participating boards as well as the English and Maths/Science conferences (“Fachkonferenzen”) will promote the exchange about teaching. The portfolios created by the participating teachers will allow to assert the success of the projects. However, in order to provide a more valid evaluation of the planned activities as regards their effect on teaching lessons, the teachers participating in the subjects’ conferences will note down questions whose answers (by students and teachers) will clearly indicate the quality as well as the benefit of implemented methods, teaching materials and ICT in a teaching sequence. This questionnaire will be completed by selected courses at the beginning of the school year; a second survey will be conducted one year later, subsequent to the teaching unit.