Our project, which we have prepared to meet the application needs of our students and to reach the necessary professional knowledge and skills in their fields, has also established a partnership with 3 different kindergartens in 3 different countries. Among our 11th and 12th grade students studying in the field of Child Development and Education, 18 female students took part as participants. 6 students and 1 accompanying teacher were included in the internship activities we carried out for the use of drama methods in the education of children in preschool period.Our participating students; Under the leadership of our School Principal, we have determined with the commission established by our Teacher of Child Development and Education, assistant school principal, and guide teacher. Although all of our students are children of low-income families; She was chosen among our girls with high average of lessons, good English average, no disciplinary punishment, no travel disability, and a moral value to represent our school and Turkish culture abroad.As a kindergarten; Our project partners providing pre-school education services;Romania: Asociatia Scoala Privata; 6 students and 1 companion between 10.02.2019 - 23.02.2019,Czech Republic: Materska Skola Sbihava; 6 students and 1 companion between 20.01.2019 - 03.02.2019,Italy: Assoform Rimini Scarl; 6 students and 1 companion Our mobility activities were completed between 15.12.2019 - 28.12.2019.Our international internship activity lasted two weeks. Our students were held regularly on weekdays between 09:30 and 17:00 and between 10:00 and 18:00. Our internship was carried out between 5 and 6 hours depending on the subject of application. Within the scope of the program, which includes 18 students;FIRST WEEK:--- Applied Education: Creativity and Creative Thought,--- Applied Education: Learning Concepts About Drama,--- Applied Education: Drama Applications in Education,--- Free Drama Applications,SECOND WEEK:Creating a drama work plan--- Creating a game group--- Heating Studies--- Playing (Main study)--- Role Playing, Improvisation--- Pantomime, Dramatization applications have been made.In our 3 kindergarten partners; the same internship activity plan was implemented.Following the completion of internship activities, our participating students; Professional skills and competencies in using drama method effectively have increased. This increased competence paved the way for them to achieve professional specialization. Our participants; As a Drama Leader; They gained proficiency in game planning, organizing events, making the environment suitable for drama activity, determining the tools to be used, and evaluating after the event. Practice with children exactly; enabled them to control the game and plan new events.In addition to these professional qualifications, our participating students; They went abroad for the first time. So much so that many of our students stayed in a different place outside of Urfa without their families and away from financial concerns. By going beyond their cultural borders, they recognized the European culture and gained European citizenship awareness. They learned how to communicate with different cultural people, how to live in accordance with their rules. Especially by choosing our participants among our female students; Our project has been the motivation for our girls to work successfully, gaining self-confidence, looking forward to the future with more hope and taking part in business life. Our participants learned on-site practices and working discipline in the field of Child Development and Education in Europe.All 3 groups; Our student was also included in preparatory courses before the mobility abroad. Along with the vocational-linguistic and cultural preparatory studies, it has been provided to obtain more efficiency from the project by providing the necessary basic equipment. The language course was organized by our English teacher for a total of 40 hours. Although our participants were selected among our students with good English lessons, they were included in the course to increase their professional and daily speaking skills. After the course, pocket dictionaries were distributed to our students and they were provided with communication by getting support from these dictionaries when they had difficulty. Continuous practice of English in Europe has increased their linguistic skills. In order for our students not to experience culture shocks and adapt quickly, our guide teacher introduced the kindergartens of the Czech Republic - Italy and Romania cultures.RESULTS WE OBTAINED AT THE END OF THE PROJECT:1- Professional skills of our participating students have increased,2- Our participants also gained proficiency in preparing drama activities, practicing games and drama, and post-evaluation.(Since the entire project summary definition has exceeded the 5000 character limit, it is presented in the annex)