For our organisation, this has been the first higher education project implemented since obtaining the Erasmus Charter for Higher Education (ECHE). Its development has enabled us to take the first steps in launching our internationalisation strategy in the field of higher vocational education and training. What we expected to achieve with this project was to begin to materialise the objectives set out in our Erasmus Policy Statement, in line with the commitments of the ECHE Charter. Specifically, we aimed to: improve the quality of teaching and learning in vocational education and training, strengthen the European dimension of education, promote the language skills of students and staff, contribute to the creation of the European Education Area, and foster the participation of students with fewer opportunities. The implementation of this first project has allowed us to make progress in several of these areas, while laying the foundations for consolidating a sustainable long-term internationalisation strategy. In the case of students, the project included two mobilities of learners from the Advanced Vocational Training Programme in International Trade. From our entire training offer, we decided to start mobility actions in this programme since it is the course most closely linked to the international field, thus ensuring consistency between the mobility experience and the participants’ field of study. The students carried out professional placements in a company in the sector in Palermo, where they were able to apply their knowledge and acquire new skills in a real context. This supported their professional, personal, and social development, while reinforcing one of the central objectives of our Erasmus strategy: placing learning in a European context and improving the employability of our students. In addition, two staff mobilities for training were also carried out, with the aim of promoting methodological updating and strengthening the European dimension in our classrooms. One teacher took part in a course in Finland on the keys to the success of its education and vocational training system, focused on pedagogical innovation and the observation of good practices. Another group attended a course in Palermo on innovative methodologies such as project-based learning and gamification. Both experiences are fully aligned with one of our institution’s priority objectives: improving the quality of teaching through the implementation of digital resources and innovative methodologies in the classroom. At the same time, we identified the need to foster the European dimension of teaching, an objective that was carefully considered during the preparation and follow-up of the mobilities. To this end, preparatory sessions were designed prior to the mobility to reinforce the values of inclusion, diversity, and European citizenship. Furthermore, our institution organises an annual Erasmus Day event, with the aim of disseminating the Erasmus programme to the entire educational community. Another of our priorities was improving language competence. To achieve this, participants were encouraged to use the available Online Language Support (OLS) resources, and the skills acquired were shared with the rest of the educational community after the mobility. In the case of teachers, the acquired knowledge is transferred to the classroom starting from the year following their participation in mobility, as they are required to reflect it in their teaching plans. This strategy has significantly contributed to increasing both the confidence and the communicative competence of students and teachers. As this was our first KA131 project, the objectives set were not overly ambitious. We considered it necessary to begin with a limited and manageable number of mobilities, requesting only two student mobilities and two staff mobilities. This decision allowed us to test the acceptance of the Erasmus+ programme, assess our organisation’s capacity to manage the project, and ensure the successful implementation of the processes of selection, support, and academic recognition. Nevertheless, we left open the possibility of including additional modalities in future projects, as we gain more experience and increase the institution’s management capacity. The results obtained show that 100% of the mobilities requested and granted were successfully carried out, which allows us to state that the project has fully achieved its initial objectives. Moreover, it has generated a positive impact throughout the institution, increasing the interest of both students and staff in future calls and strengthening the international profile of our centre.