The total number of students participating at the traineeship held in two turns in Portsmouth (England) was 32 plus 4 teachers accompanying them. Turn 1 (04/10/2015- 24/10/2015): 15 business administration secretary students (OKJ 54 346 02) studying in the 13th class travelled abroad to traineeship. Among the 15 students there are 5 disadvantaged people. The group was accompanied by an English language teacher and a teacher teaching specific business administration subjects. Turn 2 (25/10/2015-14/1/2015): The traineeship held abroad was completed by 17 students studying in the 13th class, 8 students specialized in logistics administration (OKJ: 54 345 01) and 9 students specialized in financial-accounting administration (OKJ: 54 344 01). Among the 17 students there are 8 disadvantaged people. The group was accompanied by an English language teacher and a teacher of specific financial-business economics subjects. The professional objective of our project was to become acquainted with the relevant special field of an EU country with more advanced professional technology as well as to improve the students’ professional foreign language skills among native speakers. With respect to claims and needs; to apply professional practical knowledge abroad, to go deeply into the curricula of a practice-oriented training, and to reinforce the students’ knowledge fit for performance. Activities implemented: As a result of the close cooperation with Training Vision Ltd., the students applied their existing professional knowledge and also broadened it in the course of the traineeship. Employees of the host institution fully complied with their obligations undertaken in the contract. The workplaces were selected adequately for the purpose of achieving all mobility objectives. The cooperation of the two partner institutions was professional and well organized. The training locations were stores and warehouses. At weekly meetings, mentors of Training Vision assessed the experiences related to the work carried out during the week concerned. Relying upon the feedback received, our students performed the tasks assigned to them efficiently and effectively. Tasks performed by the students included keeping stock accounts, duties relating to various financial documents, document handling, ordering of goods and storage duties. The students were allowed to examine customer relationship methods; they were made familiar with various office software programs (applications of record keeping, document handling and archiving software programs, the basic criteria of official correspondence). Results and impact of the project at the level of participants: the participants’ opportunities for employment have been improved as a result of their stronger language skills in professional vocabulary, better problem solving skills and teaching them the spirit of independence. Added value manifests itself in the students’ motivation to study, their influence made on classmates, and in the reference provided by Europass certificate. Their vocabulary has also been significantly improved. They experienced the British work culture, they made themselves familiar with the city, its sights and environs in addition they made a trip to London. They were given an overall picture of the operation of EU member states. At institutional level: The motivation to study has been reinforced. Assessment of academic averages was a step of the selection process, and due to the fact that students consider it a great opportunity to participate at a 3-week traineeship abroad, the ones wished to travel strived to get better marks; they wanted to be strong candidates. As understood from the feedback of students, teachers and parents, the students’ problem solving skills have been improved their independence and the use of English professional vocabulary have also become stronger. Free-time excursions as well as providing an insight to social and economic characteristics of narrower and wider environment contributed to the improvement of the ability to orientate in an environment and also to respect cultural assets. The project was completed with an assessment. The assessment also covered the phases of preparation and mobility. The teachers preparing the students for the traineeship have assessed the development and professional work of the participants based on specific criteria, and the students reported on the daily events and experiences in workbooks. Summarizing the above-mentioned, it can be stated that the duties set and undertaken in the tender have been implemented as laid down in the work program. In the field of community development the following have been achieved: creating opportunities, openness to social and cultural diversity, integration activities, and improvement of mutual acceptance among the students. Formal closing of the project has been carried out in the form of sharing experiences, and then the Europass certificates have also been handed over.