Our institution, Le Campus du Roc, hosts hosts nearly 600 learners in career-oriented higher education programs leading to recognized qualifications (such as the BTS) and in certification courses leading to professional titles accredited by France Compétences. Our Campus’s commitment to the Erasmus+ program builds on a strong, long-standing tradition initiated in 2009 with the launch of mobility opportunities for our BTS students. This culture of international mobility has gradually spread throughout the entire institution, now aligning with synergies and strategic initiatives across our vocational high school and our general and technological high school. Our Campus has made this program the cornerstone of its internationalization strategy. The annual renewal of our projects reflects our determination to sustain European mobility over the long term and to fully integrate it into the educational paths of our learners and the professional development of our staff. The 2024 project continues this work and upholds the mission our Campus has set for itself: to use Erasmus+ mobility as a driver for equal access to mobility across Europe—by providing financial support to participants—as well as for academic success, career advancement, pedagogical innovation, and the overall modernization of our Campus. In this context, our primary objectives were to increase the number of internship-based mobility placements (particularly within Europe) for BTS students and to expand staff mobility opportunities, encompassing teaching, administrative, and educational support staff. Beyond simply increasing the volume of mobility placements, we also aimed to enhance the quality of our initiatives and diversify the participants involved. To achieve these goals, we strengthened our communication efforts and developed promotional materials designed to raise awareness of Erasmus+ opportunities among a wider and more diverse audience. Particular attention was paid to opening up new mobility opportunities for BTS students—for instance, through hybrid mobility formats that combine a period of physical mobility with a remote component, thereby enabling short-term internships. Making mobility accessible was also a key priority of our project. We therefore focused specifically on learners who might face obstacles in their training path or personal circumstances, ensuring that such challenges would not prevent them from participating in the program. More specifically, we set ourselves the goal of arranging around ten internship placements abroad—prioritizing first-year BTS students, and subsequently extending this to students from any BTS program or year level. We also sought to initiate one or two staff training mobility placements (STT) to address the needs and requests expressed by two teachers.