Our project was started through the partnership of 5 countries with the ambition to provide an international context for our students to acquire new skills, develop their creativity and improve their motivation and interest in the school. Considering diverse changes observed on both our and our partner schools' students and teachers, and the decrease in ESL (Early School Leaving), it can be safely said that the project plan was followed thoroughly. The activities developed within the project were interesting and challenging for all partner schools. The methodologies of running the after-school clubs, which shown during LTTAs, were inspiring and encouraging. The partners were also in a permanent search to find new methods of teaching-learning skills in an interdisciplinary manner as well as how to motivate students for learning, taking active part in the activities and support them in terms of strengthening their self-esteem, sense of purpose, self-identity and personal competence. To equip the teachers and students with knowledge on the latter issues, numerous lectures and workshops were carried out during LTTAs and the observed practices were implemented in each of the partner school. All actions and activities planned and conducted during the project, led to work out a common program for combating ESL, as was one of our priorities. Our main project’s objectives were improving students’ motivation, reducing the phenomenon of early school leaving among students, working out a common program for combating ESL, improving the school’s extracurricular activities offer, enabling acquisition of key skills for the 21st century learner, developing students’ creativity and enabling the intercultural exchange fostering intercultural dialogue for students and teachers. Students, aged 13 -14 (in some schools even as young as 9 years old), involved in the project, carried out activities in their after-school clubs as well as at workshops at LTTAs where they developed their language skills, creativity, team work, social and ICT skills. They were also involved in dissemination activities preparing presentations and talking studios about participation in mobilities. They created posters, games, recorded greetings and songs on special occasions like Christmas, European Day of Languages and Erasmus Days. They reflected upon their participation in the Erasmus+ project through a questionnaire carried out in the Socrative program and during an online meeting with their peers from other partner schools. They also checked their knowledge of the partner countries in a Kahoot quiz and created their own games in Scratch. Through observations made during LTTAs teachers applied new methodologies, technologies and approaches to improve their teaching and lessons. They exchanged good practices and planned activities based on what they learnt, later sharing the results with other partners and members of the school community. School's staff has been asked to participate in the activities that children developed. School staff was really worthy because they helped teachers in administrative issues.We have involved parents and we asked for their active participation because as members of our educational communities they are really worthy. Local institutions and neighbouring schools were informed about the project, activities and results in order to consider them in future educational actions in town.The results that we obtained during the project were the following:methodologies for implementing after-school clubs (photography, drama, ICT and Environmental Education clubs), workshops, lectures and support materials on strengthening students’ self-esteem, self-identity, sense of purpose and personal competence, exchanged practices, certificates of attendance, pictures taken by students, pictures of activities, videos, articles, presentations, a calendar, bookmarks, a common program for combating ESL in the long run, Twinspace, Facebook page and project website.The project has had a significant impact on our students. Through their active participation in the activities in after-school clubs they became more involved and motivated for learning and their language skills, social skills and ability to work in teams have greatly improved. They’ve also broadened their knowledge about other countries and were able to break national or religious stereotypes. All the activities created within the project have made meaningful changes in students' lives, especially those with special needs or fewer opportunities, often at risk of dropping out. The project has had a great impact on the image and perception of the schools in their local communities and regions and served as an encouragement and inspiration for those schools which would like to consider participation in the program. The results obtained throughout the project to address the issue of ESL and the program we created to combat the dropout will help our schools in the long run.