Our school has a long-standing tradition of supporting talent and is a teacher training institution which – as a new challenge – is facing tasks of teaching and supporting students with a growing number of special needs. As a twelve-grade school, our tasks are diverse, covering each phase of the teaching and learning process. Giving demonstration lessons, organizing student exchange programs, training Hungarian and foreign groups of teachers, mentoring trainee teachers and keeping in touch with professional communities in and outside of our institution are all tasks of top priority for our school. In order for these tasks to be carried out professionally and on a consistently high level, we need to broaden our horizons to the most up-to-date teaching methodology available for our teachers. Only colleagues who adapt to the ever-changing educational and social environment can sustain and raise their professional standards. Therefore, our goal above all is to improve our personal talents and capabilities along with our professional knowledge and competencies in an innovative way so that we can face the challenges and meet the expectations of our times. We find it particularly important to get to know and apply strategies that enable us to support student autonomy and differenciation in education.Out of about 120 teachers working at our school, 16 colleagues representing five faculties have expressed their intention to participate in our project. In order for the effects of the mobility program to be as wide-ranging as possible, our group is made up of teachers of diverse professional backgrounds, containing young teachers with limited teaching experience as well as colleagues with decades of professional experience in institutional development and innovation, and providing high-level professional in-service teacher training.The planning of our project was based on the analysis of the situation and the needs assessment of our institution in line with the European Development Plan. After setting our goals, a group of colleagues was formed to take on the responsibilities for the stage of preparation and the writing of the tender. As a result of joint reflection, a draft was designed of the aims, areas of development and training programs of the tender, then the group started working on the different sections of the application form. When informed about the results of the tender, we are planning to prepare for our training courses, prepare the documents expected by the organizers and organize our participation in the program. In case of a successful tender, our colleagues intend to actively participate in their training courses and after returning home, they intend to evaluate the project on the basis of the pre-prepared evaluation criteria. We strongly believe that the high professional standards of the internationally acclaimed training institutions combined with the devotion of our colleagues to their own professional development guarantee the efficiency of the courses, and will result in their professional rejuvenation and the rebuilding of their European relationships within their profession. Our short-term goals include the improvement of our foreign language competencies as well as our daily teaching practice, namely the broadening of our methodology instruments and being efficient and up-to-date in teaching our students and making our institution a modern pedagogical centre of knowledge. As far as the long-term effects of the program are concerned, we expect a positive change in the teaching attitude of our colleagues as well as the development of our institution's internal culture.