The Erasmus+ KA131 project of the University for Continuing Education Krems (UWK) was dedicated to the targeted intensification and qualitative enhancement of the institution’s internationalisation activities. All measures were implemented in line with the university’s own internationalisation strategy and closely aligned with the Austrian Higher Education Mobility and Internationalisation Strategy 2020–2030. This ensured that both national and institutional objectives were addressed, embedding the activities into a broader higher education and policy framework. At the heart of the project were the mobilities of students and staff. Particular attention was given to the specific profile of UWK and the needs of its target groups. Students at UWK typically pursue part-time, career-integrated study models and follow individualised learning pathways in the spirit of the European Higher Education Area (EHEA). Mobility opportunities allow this group to shape their academic development in an international context, to gain new perspectives for their professional practice, and to strengthen competencies within diverse learning environments. Participation abroad supported the students in broadening their subject knowledge, language skills, and intercultural competences. Promoting intercultural exchange and language acquisition was central to the project. However, it became clear that the added value of mobility extends beyond these aspects. The development of transversal skills such as adaptability, teamwork, and problem-solving capacities proved to be of particular significance. In an international setting, subject-specific knowledge can be acquired and applied in combination with these key competences far more effectively than in a purely national context. These benefits were evident across all participant groups and were repeatedly emphasised in participant feedback. A special focus was placed on the mobility of administrative staff. Traditionally, this group is underrepresented in mobility activities due to a range of factors. With targeted measures, barriers were reduced, incentives for participation were created, and awareness of the importance of internationalisation was raised. Job-shadowing activities, in particular, proved to be highly effective. They allowed for hands-on learning in a professional environment, while simultaneously enabling the exchange of best practices across institutions. The aim was to systematically strengthen the competences of administrative staff while also fostering a shared understanding of internationalisation and nurturing a so-called “global mindset.” The measures implemented included both outgoing and incoming mobilities, ensuring reciprocal exchange that benefited not only UWK and its members but also the international partner institutions. The intensive dialogue with partner universities extended well beyond mobility itself and proved especially valuable. In addition to mobility, the project focused on the further development and, in some cases, redesign of curricula. Through international dialogue, new impulses were gained that were integrated into courses and teaching content, thereby modernising existing study programmes. Embedding international perspectives within curricula represents an important step towards the sustainable development of UWK’s academic offerings.