The two years project „Zajedno s mladima u Europu“ - included 85 students and 14 accompanying teachers; practical training in Germany and Portugal took 14 days each; also 4 Construction Department teachers and the school's head-teacher spent 8 days in Spain during their structured visit to similar schools and institutions. Mandatory vocational practical training had been planned and implemented for students attending 12 different VET programmes (the third, the fourth and the fifth grade of VET programmes, architectural, construction and agricultural technician, physiotherapist, the second graders in trade and craft programmes–gardener, florist, mason, carpenter, ceramic, wall painter, dry-wal assembler). Practical training was implemented and organized by agencies experienced in life-long learning activities organization in Erasmus + projects; European Projects Development in Portugal, Vitalis Betreuungsgesellschaft für Modellprojekte mbH in Germany and EuroMind in Spain. The aim was to improve already gained knowledge and skills by direct work in architect's office, at the construction site, at medical care institutions, commercial farms; to practice modern technology usage (new IT tools, recent medical care procedures, to learn about various plants and their cultivation), to improve foreign languages skills using them in both general and professional conversation, to meet history and culture of the host countries, and to boost vocational and personal development. Also, the aim was to improve specific vocational knowledge and skills, to improve IT skills and to get familiar with other education systems. Following mobility candidate selection, which had been run in transparent manner, we agreed the mobility plan with selected agencies; students attended language, cultural and pedagogical workshops; all mobility participants signed all requested agreements and contracts, insurance policies were arranged and travel organized. After the arrival, students were given the final details about the code of behaviour and detailed plan of activities they were obliged to follow. The first work day, after the mobility participants had settled in their rooms, we learned about Leipzig and Montijo the most significant sights, public transportation system and ways of commuting, as well as, about suitable free time activities available in the cities. Accompanied by agencies' coordinators and accompanying teachers students visited their companies, learned about their work places and signed the contracts with their host employers. Students had organized transportation or travelled by public transport every day. In Germany, in the afternoons, students spent their free time activities with their peers from other countries; in Portugal, students had the opportunity to explore Montijo individually. Every day students had evaluation meetings with group leaders from Vitalis and EPD and their accompanying teachers. After the first week in Germany, students spent weekend in Berlin and Dresden; in Portugal, they visited Lisboa, Fatima Sanctuary of Our Lady, the Cabo de Roca Cape, Sintra and Cascais. Every work day, Monday to Friday, students had their practical training in pre-agreed working time, with brakes, and they were supervised by their mentors during entire practical training period. Practical training has been approved at the school as the part of mandatory practical training. The Mobility participants had improved their professional knowledge and skills by direct work at appropriate companies; they learned how to use recent technologies (new IT tools, most recent health care techniques and procedures, appliances and apparatuses, they learned about various plants cultivation). Participants also improved their foreign language skills, learned basics of Spanish and Portuguese, also they learned special purposes vocabulary, and got familiar with history and culture of host countries. All participants benefited both at their professional and personal development. Teachers have found their professional needs fulfilled in the field of learning new technologies and teaching competences boosting thus they enhanced their professional skills (IT design of the energy-saving houses, solar power plants, historical buildings restoration); they benefited from learning about teaching methods, education systems, motivation and teaching techniques, improved their language and teaching skills in general. All new knowledge and skills resulted with new curriculum for some vocational subjects design and educational atmosphere in general. Indirect mobility projects participation benefit is seen in bigger interest for the vocational education by new students.