For the students, one of the main objectives was to foster the acquisition and consolidation of professional competences directly related to their field of study. Through internships in companies abroad, we intended for the students to face real and demanding work contexts, learning to operate with autonomy, responsibility, and adaptability. The goal was for them to see how the knowledge acquired in the classroom is applied in real situations, while complementing that training with new methodologies and approaches learned in the host environment. Similarly, another fundamental objective was to enhance the students’ language skills, understanding that proficiency in foreign languages is nowadays one of the most valuable tools in the labor market. We wanted students to gain confidence in the use of languages, not only from an academic perspective but also in daily practice, both in professional and social contexts. This continuous exposure to the language of the host country, together with the need to communicate in English or other languages, was expected to significantly improve their communicative competence, generating a natural and lasting learning experience. In parallel with the development of professional and linguistic skills, we set as a priority objective the strengthening of students’ personal and social competences. An Erasmus experience necessarily involves facing uncertainty, developing resilience, and learning to live and work in multicultural environments. We sought for our students to gain greater maturity, to learn how to manage their time and resources in an unfamiliar context, and to develop interpersonal skills such as empathy, teamwork, flexibility, and tolerance. These competences, although not always immediately valued, are crucial for their future professional and personal lives. As for the participating teachers, the objectives had a different orientation, but were equally relevant for the educational quality of the institution. Specifically, we intended for teachers to observe and learn first-hand how work is carried out in other countries within the same professional sector in which they teach. This exchange of experiences was designed to allow them to compare methodologies, discover new teaching techniques, and learn about innovations applied in the workplace that could later be transferred to the classroom. Another specific objective for the teaching staff was to strengthen their teaching motivation and provide them with new tools to foster more meaningful learning among students. Contact with sector professionals and other European teachers was meant to serve as a source of inspiration and pedagogical renewal, providing practical ideas that enrich lesson planning and promote more dynamic, up-to-date teaching, connected to the reality of the labor market. Likewise, this experience sought to enhance the international dimension of the institution, encouraging teachers to continue promoting cooperation and mobility projects that open new opportunities for future generations of students. With this, we expected not only to meet the initial goals but also to contribute in a lasting way to the improvement of the educational quality of our institution and to the personal and professional development of all participants.