The project assumed a foreign mobility of education staff of the Kybartai Saules progimnazija. The training was planned for 8 teachers. After the recruitment process and the linguistic and cultural preparation, the primary education teachers took part in two visits to partner institutions (5 working days each + 2 days for the journey). During these visits, we learned about the structure, organization of work, individualization of work with the student and the use of ICT. The host institution presented and shared examples of good practice for the pedagogical strategies and working methods. The project helped increase the professional skills of beneficiaries, and thus the quality of schools and the educational system. It assumed to achieve improvement in the quality of teacher education and training, giving it international status and opening the possibility of improving qualifications abroad. The project also involved the teachers to share their knowledge and experience with the local community, which allowed for development and implementation of an innovative program for teachers’ training. Professional competence of the beneficiaries increased, the project contributed to the fight against burnout syndrome by injection of innovative ideas and approaches to work with the students. It supported teachers in their personal development and increased their language skills. The project satisfied the needs of primary education teachers in the field of individualized work with young pupils from Lithuanian schools. Individualization of work with students required an innovative approach to the organization of the teacher’s work and creating favorable conditions for student’s individual development, also through ICT. The project provided the participants with teachers’ work ideas and implementation of innovative methods of working in the classroom In addition, our experience of cooperation showed that implementation of good practice examples was feasible and effective. Education staff’s mobility raised our language skills. We were provided with language preparation, 40 hours of training abroad, establishing local and transnational cooperation between the participants of the project, implementation of innovative methods and forms of work, examples of good practice and sharing the knowledge within the educational community. Results of the visit were in the form of presentations, lesson scripts, open lessons, dissemination of knowledge about the project and its effects on the local community. Teachers also shared their experience and knowledge with other schools teachers. Our professional and practical skills improved, and so was tour level of motivation to learn foreign languages and belief in our own abilities. We planned to include 8 primary education teachers in the project during the period from September 2015 to June 2016. Recruitment and enrollment of beneficiaries was held in September 2015. Linguistic and cultural preparation was held from September 2015 to April 2016. The first group of teachers (4 people) participated in mobility in September 2015. The second group (4 people) took part in mobility in April 2016.