The Project ProFAdeM (professionalisation of future practitioners through European Mobility) targeted trainees in the field of auto mechanics as well as future early years teachers in their second or third year of training who were about to graduate. All of them had gained first professional experience in their respective fields of work and were thus able to better assess newly acquired knowledge and skills and compare them with existing ones. The respective mobilities, split into several flows over two years, were an integral part of the respective training courses enabling the participants to absolve certain training units abroad. Here we mostly relied on existing cooperations with receiving organisations in Denmark (auto mechanics) and Ireland (early years teachers). The 12 participants of this project integrated in existing work procedures using their previously acquired knowledge and skills, they got to know new and different approaches to work and above all gathered experience working in international teams using their foreign language skills (English). The two-week mobility for automechanics included getting to know the partner school with its premises. Task-based learning together with Danish trainees in the school-based workshops as well as training placements in selected local garages allowed the participants to actively compare the host country´s training system and way of work to the education in their home country. The whole mobility was monitored by an experienced teacher who also evaluated progress made during the project.The mobitities targetting future nursery school teachers consisted of four-week placements in different day nurseries and Montessori preschools in Dublin, Ireland. Here the participant was given the opportunity to actively participate in the daily routines of the childcare setting, to implement pedagogical processes, to explore observation and documentation procedures and to carry out a little project under the supervision of an experienced practitioner. In all cases we could observe an increased motivation concerning the future job as well as increased personal, social, intercultural and language skills facilitating the professionalisation process and thus opening up career prospects within multicultural Germany or other European countries. Our long-term objective to increase acceptance of European mobilty as a means of professionalisation on the part of the training companies as well as the trainees has clearly been enhanced by the above project. Reactions on the part of the participants indicate an increased awareness of European mobility as a means of professionalisation making it an option for a greater number of trainees and apprentices.