The Erasmus+ project team—comprising the coordinator, lecturers, practical training mentors, and the principal of SC Celje – Higher Vocational College—played a key role in establishing inter-institutional agreements and signing mobility-related contracts. We renewed the cooperation agreement with a partner institution in North Macedonia, which still requires proper formatting for online documentation. Agreements were also initiated with institutions in Spain and Tenerife. The coordinator, mobility participants, practical training mentors, and the principal actively encouraged students and staff to seek suitable international partners for mobility, based on their professional interests, specialization, geographical preferences, language skills, and expectations. This approach supported networking and contact-building with foreign partners, as students reported that companies responded more positively when contacted by institutional coordinators rather than individually. A new challenge emerged when we identified reasons for low responsiveness from companies, particularly due to increased protection of intellectual property, patents, and technologies—often linked to concerns about data breaches or online fraud. Companies expressed concern that interns might gain access to sensitive content. In some cases, responses were negative or absent, which was discouraging. Nevertheless, we continued to support participants by providing access to our verified partner network and emphasized persistence. The practical training mentor assessed whether a proposed contact met the conditions for internship placement and aligned with the learning outcomes of the study program. Once a partner was deemed suitable, the process of preparing the internship agreement began. The lecturer responsible for organizing the internship defined the content, determined the number of ECTS credits to be awarded, and ensured appropriate insurance coverage. The coordinator reviewed the agreement for completeness and compliance. Communication among stakeholders was primarily conducted via email and phone, with direct contact between the sending institution’s coordinator and the student. The agreement was signed by the student, the college, and the host company, which also appointed a mentor to supervise the mobility. For staff mobility, the content and objectives were agreed internally between the sending institution and the candidate. The mobility period, objectives, and partner institution were approved by the school management and entered into the training agreement by the coordinator and participant. This ensured that the leadership had a clear understanding of the mobility goals in line with the institutional strategy. The agreement was signed by the employee, the college, and the host institution. A separate grant agreement was signed between the college and the participant, prepared according to internal guidelines. Participants had access to language training: students through lectures and seminars in professional foreign language terminology, and staff through practical use and improvement during mobility. Prior to departure, we conducted individual consultations via phone and in person, providing contact details for support during mobility. The Erasmus+ coordinator was available 24/7 via email and mobile phone, although no urgent interventions were required during the mobility period. After returning, the coordinator conducted follow-up interviews with participants to evaluate their overall impressions, whether expectations were met, what experiences were gained, how they reintegrated into the home environment, and whether new career opportunities emerged. Discussions also covered positive and negative aspects of the mobility and suggestions for future improvements. The principal and practical training mentor also held debriefing sessions. Participants disseminated their experiences through presentations to student groups, faculty members, and via the college’s website. Special attention was given to promoting equal opportunities for all students, regardless of their social, economic, or cultural background. Support was provided to students with fewer opportunities through a sensitive, individualized approach, coordinated by the mentor, Erasmus+ coordinator, principal, and student affairs officer. This ensured inclusive access to mobility programmes and addressed the specific needs of disadvantaged students.