When launching this Erasmus+ mobility project, the school set clear and strategic objectives aimed at improving the quality of training, strengthening the European dimension of vocational education, and promoting the holistic development of all participants. The main expectation was to provide students with a valuable learning experience in which internships in foreign companies would not only allow the application of technical knowledge acquired in the classroom, but also contribute to the development of transversal skills, personal growth, and the enhancement of employability in a globalised labour market. Ultimately, the aim was for students to return with a more complete, competitive professional profile, open to international mobility. Furthermore, the project also provided opportunities for teaching staff to receive training in various European countries, thereby enriching their professional competences and broadening their pedagogical perspectives. One of the essential objectives was to improve students’ employability by enabling them to engage with different work environments, where they could apply their learning while simultaneously acquiring new working methodologies. Experience in European companies was intended to allow them to compare their competences with the demands of a different, more challenging, and multicultural productive environment. This was expected to foster initiative, autonomy, adaptability, and professional responsibility qualities that significantly increase opportunities for integration into the labour market. Equally, a significant improvement in linguistic competences was anticipated. Living in another country, within a real context of work and daily life, offered students the opportunity to use a foreign language in a practical, everyday, and professional setting. Beyond theoretical learning, the aim was to develop fluency, confidence, and communicative competence, both in informal situations and in professional contexts. Such linguistic development was considered a fundamental tool for personal growth and international career prospects. Additionally, the project aimed to promote intercultural competence. Living in a diverse European environment was expected to foster tolerance, open-mindedness, and the ability to understand alternative forms of labour organisation and social structures. Students were expected to learn to work in multicultural teams, respecting and valuing the richness of cultural differences. This experience was designed not only to support their success during internships, but also to contribute to their development as responsible European citizens, aware of the importance of transnational cooperation. Another strategic objective was to strengthen the European and international profile of the school itself. The implementation of the project was intended to position the institution as a reference point in providing international opportunities for its students, enhancing its appeal and prestige. Likewise, it aimed to consolidate and expand relationships with companies and host organisations in other countries, creating a solid and sustainable network of contacts to ensure the continuity of future mobilities. These partnerships were also expected to open the door to new forms of collaboration, such as joint innovation projects or exchanges of best educational practices. Similarly, the mobility experience was expected to contribute to students’ personal development. Living abroad for an extended period inevitably requires taking on responsibilities and facing challenges of adaptation, organisation, and autonomy. It was anticipated that the experience would help participants improve their decision-making skills, problem-solving abilities, and capacity to manage daily life in a different context. All of this was expected to lead to increased maturity, resilience, self-confidence, and self-esteem. Furthermore, the project was designed with the expectation that its benefits would extend beyond the participating students to the wider school community. It was intended that the experiences and learning outcomes would serve as inspiration for future cohorts, fostering a culture of international mobility that would motivate new students. Likewise, teaching staff involved in coordinating and monitoring the mobilities were expected to transfer what they had learned to the rest of the educational community, enriching teaching practice and integrating an international dimension into the curriculum.