With this project, we aimed to achieve the objectives set out in our school's Erasmus Plan relating to higher education, particularly for the four higher education courses taught at our organization, IES Rosalía de Castro in Santiago de Compostela. Our school's Erasmus+ KA131 2023 mobility project, like previous and current projects, was based on a clear desire to strengthen the international dimension of the institution and to generate a positive impact on both the direct participants and the educational community as a whole. Our centre, a secondary school that offers these four higher-level training cycles belonging to three professional families in addition to ESO, ESA, and Bachillerato, has an Erasmus Plan based on the program's horizontal priorities (inclusion and diversity, digital transition, ecological transition, and democratic and citizen participation). In addition, since 2014, we have held the Erasmus Charter for Higher Education (ECHE) and, since 2022, the Erasmus accreditation in School Education, which reinforces our internationalization strategy and commits us to applying the quality standards required by the program. n this context, the main expectation was to offer our upper-level students the opportunity to complete their practical training through the Workplace Training (FCT) module in an international environment. This is something that would be very difficult for most of our students to do otherwise, given their socioeconomic profile. Our aim was to improve their professional, linguistic, and digital skills, promote their personal autonomy and adaptability, and increase their employability and chances of entering a globalized labour market. We approached international mobility as an enriching and differentiating element of training, capable of broadening horizons and providing students with a broader vision of their professional sector. At the same time, we expected a significant impact on participating teachers. Through training mobility, specifically through participant observation, five teachers from different professional backgrounds were able to learn about good practices in partner institutions, acquire new teaching methodologies, improve their communication skills in foreign languages, and strengthen international cooperation. As they are permanent staff at the centre, all of this has a positive impact on the quality of teaching at our organization and on the updating of curriculum content. From an institutional point of view, this project contributes to the strengthening and creation of our network of European partners, as well as to the visibility of our organization, expanding collaboration agreements and ensuring the sustainability of future mobility programs. It has contributed to the culture of internationalization at the centre, extending it to the different professional families of our cycles and ensuring that the Erasmus experience was not limited to a few beneficiaries, but permeated school life through dissemination actions, complementary activities, and integration into the general annual program. Another key objective was to promote inclusion and equal opportunities. The profile of upper-level students is complex, and aware of the importance of removing barriers, we worked to offer additional support to students with fewer opportunities so that they could access and make the most of the mobility experience. We also hoped that digitization would be present across the board in the project. The management of mobility through the program's digital tools, the use of collaborative platforms to monitor participants, and the promotion of digital skills among students and teachers were all part of the expected outcomes. We also sought to strengthen civic and democratic engagement through cultural awareness activities, the exchange of values, and contact with diverse communities in the host countries.