We have used our already established co-operations with a number of companies in Italy and Great Britain. We have also added a new partner during this project - a hotel group with three large hotels in Gran Canaria, Spain. Through these co-operation businesses, we have had the opportunity to send 37 students on mobility projects over the two year period. The students have come from two of our programmes; The Restaurant and Catering Programme and The Hotel and Tourism Programme. At these highly professional workplaces, the students have been able to undertake work placement training, thus gaining valuable experience on the personal as well as on the professional levels. The background can be traced to the internationalisation goals set up by our municipality as well as the aim from the European Union of offering more vocational students the opportunity of international impulses and thereby forwarding the mobility of this category of students.We can see that the co-operation abilities and self-reliance that are the main gains of the project also lead to a heightened professional skill level, a sense of security and professional pride. Also the linguistic abilities and the understanding of different cultural and work related cultural aspects have been strengthened. This goes for participants and indirectly for other students and staff as well as people from local work placement suppliers through the dissemination activities undertaken. On a local level it has also been important from the competence provision point of view. This because mobility students tend to stay within their professional fields and the skills and experiences that they bring are an asset in local businesses.The students on the two programmes involved have been chosen through an application process where criteria concerning study results, commitment, interest and language studies have been highlighted. The selected student should also be good ambassadors for the school and their programme. The students were prepared for the international traineeships both linguistically and via their work-related subjects. They have studied the course English 6 and apart from shorter periods of traineeships on the local levels during year 2, they also worked in the school restaurant and conference facilities as well as partook in projects in the form of travel arrangements and events. We would like to point out the activities made using former Erasmus students in preparatory meetings aimed at the students which were highly appreciated. We also held preparatory meetings with guardians and students in connection with each mobility period. We can ascertain now that the contact with the multifaceted concept and comprehensive solutions at our partner hotels and restaurants have made it possible for the students to develop and apply their theoretical and basic skills in an international and professional environment. We have had the opportunity to offer a wider variety of goals from the study field of Work Placement Education. This was especially true for the students within the study branch of Tourism at the Hotel and Tourism Programme who could exercise their training in courses related to Events and Arrangements which gave them a more comprehensive Work Placement Education than would have been possible at local Work Placement providers.The project has been followed through well-designed documentation for evaluation, development and surveying of traineeships and workplaces. We also used a shared digital log to continually follow up on the mobility for the students. The visits at the workplaces and the initial meetings with supervisors have made it possible to develop and refine the quality of our documentation in concord with the workplaces. Thus we have modified our learner agreements throughout the period and made it more suited for the different workplaces and the learning that can be achieved there. The meetings also ensured that we could give extra support to students in need of that by preparing and making the workplaces aware of how to handle them. This led to successful traineeships.After the mobility periods, the students have held a number of presentations. It is a part of the yearly plan for the project that they should hold presentations for younger students as well as tutors to start the application process, thus stimulating further mobilities in the subsequent year. The examination projects that are mandatory for upper secondary students have also to a large extent been focused on Erasmus and the mobility experiences. At meetings with the local trainee supervisors the project has been in focus and this is also true of network gatherings, programme counsel meetings and visits at comprehensive schools. At open house day, the Mobility project was one of the focal points of marketing and exemplifying quality commitment. In addition, the tests and surveys through OLS and Mobility Tool were also carried out.