Project background: At both schools mostly young women are participating these classes of clothing/fashion. Many of them have reservations as regards scientific and technical content. About the didactic methodical organization as a project these fears can be reduced, because the participants recognize the importance of these contents in practice. That applies to economic questions too. The project-method forces the students to make management decisions directly in the ongoing process. This makes the content for students less abstract and complex. In addition, pupils in both countries are mostly can't afford such exchange. Social considerations should be taken into account in supporting these students financially. Under certain circumstances, this project represents the first and only experience for the participating students with European countries. Project objectives: The central product in this project is a collection of functional clothing or accessories that protect, integrate or transport modern communication media. As a horizontal priority is the provision of basic and transversal competences in the foreground, such as the development of entrepreneurship, the expansion of foreign language competence, the teaching of scientific methods, reducing fears to science learning, improving digital skills, as well as the promotion of problem-based learning in a technology enriched environment. These objectives require a different approach than in traditional lessons. Here is the project method in an ideal way. Number and profile of participants: From both participating schools 15 students in the field of clothing/fashion should participate in this project. How they are selected, is left to the respective school. In the preliminary, a procedure was proposed, which takes into account both the interest of the students, but also their personal and technical suitability. The student groups are accompanied by three teachers, one English teacher and at least a clothing/fashion teacher. Description of activities: Three meetings of the entire group (C1, C2, C3) with five working days are the basis for the project. These are prepared and reinforced by meetings of the teachers (M1, M2, M3, M4). Between the exchanges, the students work in their countries at the same tasks (A1 to A5) and keep contact in the form of emails, via the eTwinning platform and video conferences. The planning of the overall process focused on a uniform and repetitive sequence of project activities. In addition, a longer summer break was considered. Depending on the different holidays in both countries, it may cause small deviations from the schedule. Expected long-term benefits: In addition to the individual professional, social and personal skills, which acquire students as well as teachers, in the long term some further positive developments are likely to adjust. Subsequent generations of students will benefit from the project results. They can continue to work on this basis or use this project as an inspiration for possible connection projects. Some of the developed results can be used also for the teachers in future teaching projects. Perhaps a follow-up project, such as a pupils' company, which markets the created products can be developed. In any case, this project strengthened the long-term cooperation of the two schools. An expansion involving other schools in other countries and the involvement of companies is desirable. The Gerry Weber International AG has already expressed interest in cooperating and is ready to provide its own staff as experts. Other companies that make accessories, can be arranged by Gerry Weber. And of course this project can promote the education of young women - especially in the field of science and technology. In the long term it can offer them alternative work options too. An exchange with other European countries eventually expands the personal and professional horizon and also the individual opportunities in an international labour market.