"The advancement of technology affected traditional education system resulting the new systems to arise; thus blended learning method, which is formed by blending distance education with face to face education, has emerged. In accordance with the target ""Increasing the rate foreign language learning and all EU citizens learning at least one foreign language in addition to their mother tongue"" in European Council Conclusions of Education 2020 titled ""Strategic Framework for Education and Training Cooperation”, we planned to use“blended learning”in foreign language teaching. As a result of the needs and requirements, we shared the information about our project “using blended learning in language teaching” on social networking sites and e-twinning. ""Peyo Kracholov Yavorov""school from Bulgaria and “Szerencsi Szakképzési Centrum Tokaji Ferenc Gimnáziuma” school from Hungary were chosen as partners because as a result of the interviews with teachers and needs analysis questionnaire implemented in partner schools , it was determined that they also had the same requirements and corresponded to the aims of our project. Bulgaria: They were inclined to group work and were eager to participate in the project, they used technology in the lessons , they had ICT lessons in modern ICT classrooms, the students were willing to use new technologies; as these were coherent with the topic of our project they were expected to contribute to carry out our project.Hungary: They were inclined to group work and they were eager to participate in the project ,they took part in Comenius projects before so they knew the project cycle. They had two modern language rooms with interactive boards, broadband Internet conection and various language teaching software for students; English teachers used the latest methods in teaching. There was great emphasis on communicative language teaching to enable students to communicate effectively in real life situations.This was compatible with the topic of our project, they were expected to contibute to realize our activities for the project.Blended learning was implemented in partner schools within our project. On the one hand individuality came into prominence through the distance learning where technology was used in teaching foreign languages ,on the other hand, it increased interaction in learning process through face to face education. By the importance in language and speaking skills apart from grammar in this method, the students gained proficiency in the language and speaking skills. Thus in accordance with the priority ""comprehensive education, training and youth"" three partner countries at European level benefited from more comprehensive and of increased quality education through our project.In addition, EU projects spread effectively through this partnership. We contributed positively to the development of each other. Each partner country provided a positive contribution to one another in every phase of the project.One transnational meeting and one student mobility was organized in each partner country , a blended learning course in Hungary was taken by language teachers.12 foreign language teachers took a comprehensive course to use blended learning effectively. Through the course,language proficiency and qualification of the teachers increased. During student mobilities ;we did activities such as language festival,final night, presentations by students, lectures by teachers .Through the assignments given to students,the reflection of blended learning on students was seen,solution was found to the problems encountered in the implementation and progress was followed. Through our project,by first taking a course,then performing a variety of activities,the following objectives was achieved ;The staff qualification enabling the students to use technology effectively developed and use of technology in English increased ,thus“the promotion of IT skills,foreign languages,technological culture”the objective that is among the new basic skills in European framework in Lisbon European Council,March 2000 was realized.Promotion was carried out for the teachers,students, surrounding schools,parents,local people,local authorities and local media with outputs such as posters,banners, signs,newspaper articles,partner website,the project group shares on Facebook,e-magazines,photo exhibition;and with activities like seminars,meetings,English week.The impacts; the awareness increased in education, they became more conscious in English. The students with fewer opportunities were accepted by the environment, their social integration was ensured, self-confidence and motivation increased. More students preferred our school. The educational policies in different countries were observed. Awareness about Blended Learning increased.With the multiplier effect of the project activities on the target audience,the dissemination and use of the project results will continue even after the project is completed."