We decided, for this accreditation request, to focus solely on internship mobilities for students and one teaching mobility. We are at the early stages of our ERASMUS project, and study mobility still seemed too complex to implement at this point. Our primary goal was to give our students the opportunity to imagine their future careers beyond national borders, to create and develop connections—whether short- or long-term—with artisans in other European countries. We had observed that the internships our second-year students undertake often determine the next steps of their careers, and that the encounters they make at that time are decisive. When some of these internships take place abroad, students allow themselves to dream bigger for their future professional paths. One major difficulty is that our specialisations are extremely specific (theatre costume, embroidery, weaving, and object design), and finding artisans offering suitable internships was sometimes quite a significant challenge. Our student body comes from all over France and therefore many have already experienced a degree of mobility within the country. The aim was to encourage them to go further, by supporting them as effectively as possible in their efforts, which is directly connected to our second objective. Our second goal was to successfully build an “ERASMUS culture” within the institution—ensuring that students who had gone abroad could encourage and support younger students in their mobility plans, sharing experiences and advice. Creating a network of European artisans willing to host our students was also an integral part of this second point. Short-term mobilities with hybrid components could prove particularly valuable, as our objective was for these hybrid activities to sometimes benefit an entire group of students. We also hoped to develop lists of artisans in different regions, so that we could offer options rather than relying solely on the resourcefulness of our students. Such lists would allow us to better support more reserved students, or those for whom mobility is more difficult. Sending a teacher on mobility was also intended to help identify potential internship or study placements. Our third goal was then to move toward study mobilities, which require a different kind of preparation and research.