The main objective of the project was to respond to the specific needs of our school’s students with fewer opportunities and to support their personal growth through thematically focused international mobilities. We aimed to create a safe and supportive environment where students would feel comfortable and could actively participate in all phases of the project – from planning and preparation, through the actual trips, to joint reflection. A key part of the project consisted of three week-long trips of five-member groups of students with fewer opportunities to neighboring countries, carried out by train. Each trip focused on a different area – history, gastronomy, or technology. Thanks to this, students could choose a topic according to their interests and develop their strengths. The project was designed to enable students to gain practical experience in everyday life situations: for example, they learned to independently plan a journey, search for information, arrange accommodation, set a budget, and make decisions about the program. Emphasis was placed on developing the ability to cooperate, communicate in various situations, express their opinions, and defend them in front of others. At the same time, we wanted to strengthen their self-confidence, courage to speak in public, and ability to solve unexpected problems. One of the main goals was also to improve the language and communication skills of the participating students, as insufficient knowledge of foreign languages and, above all, shyness in communication often represent a significant barrier to their further development. The project therefore offered the opportunity to practice communication not only in Czech but also in a foreign language, both during preparation and during the trips abroad. Within the project, we also focused on overcoming other barriers that often prevent students from actively participating in school and extracurricular activities – such as low self-esteem, lack of independence and self-assurance, or financial constraints. Many of these students showed excessive introversion and limited problem-solving skills, such as buying a ticket, navigating an unfamiliar environment, or planning activities without adult assistance. The project enabled them to overcome these obstacles in a safe environment and under the supervision of an accompanying person who supported and motivated them. An important part of the project was also working with prejudices and stereotypes – students had the opportunity to meet different cultures, discuss differences, and seek common values. In this way, we supported their openness, respect, and tolerance towards others, which was also one of the goals of our project. At the same time, we wanted to increase students’ awareness of ecology and sustainable travel. The ecological dimension of the project was ensured not only by using rail transport but also by including activities focused on sustainability in each trip. This allowed students to realize the impact of their behavior on the environment and to adopt a more responsible approach. An equally important goal was to increase students’ motivation to learn outside the school environment, that is, to support their interest in non-formal education and show them that learning can also take place outside the traditional classroom. The project offered them the opportunity to develop their skills and knowledge in real-life situations, which contributed to their greater engagement and interest in their own development. At the level of the whole school, we also pursued broader goals with the project – strengthening an inclusive environment, inspiring other students to participate in similar activities, improving the school’s reputation among parents, prospective students, and the wider public, and gaining practical experience for the project team in another area of the Erasmus+ program, specifically in the field of youth. We also expected a significant impact of the project not only on the participants themselves but also on the school community as a whole and the strengthening of the inclusive character of the entire school.