Our Erasmus + Project is called “Conquering Books Again” and it involves five countries which are: Italy, Poland, Turkey, Romania and Spain. These five partners are primary and lower secondary schools whose students´ages are similar to each other (from 6 to 13 years old) It is an education project mainly focused on “IMPROVING BOOK READING, TRANSFORMING KNOWLEDGE INTO PRACTICAL ACTIVITIES” and leading our students to read more, to be active participants in Arts, ICT, Media, Literature, Social and Volunteering activities. Our goal is to communicate that a book can be “read” in different ways; it can be sung, it can be dramatized,… In this way we intend to bring our students closer to the pleasure of reading. All this is born of our concern for the low percentage of students who today, with all available audiovisual media, are losing their habit and pleasure in reading. The main goals of our project have been: -Promote European integration and decrease stereotypes-Increase book reading habits-Improve skills for creating book, magazine, taking short movie and writing essays-Foster the exchange of good practices and learning to European standards-Improve communication skills in foreign languages, ICT skills-Increase responsibility, confidence, initiative and the feeling of independence-Foster understanding and responsiveness to social, linguistic and cultural diversity-Broaden personal and interpersonal skill-Observe other educational systems and teaching methodsIn general, participants have been primary school students of middle class background who live in industrial town or cities, with the exception of the Romanian school located in a rural area. The activities have been offered to all or a large part of the students of the schools, so that many more children have participated than have benefitted from the mobility, far exceeding the minimum amount of 50 established in the project.All countries established in the first transnational meeting met the criteria for the selection of beneficiaries and gave importance to gender equality in the selection of students. As reflected in the mobility data, the number of beneficiaries has increased with respect to the number reflected in the project application.The Project has included two types of activities. The main ones and side ones. The main activities has involved reading different types of books such as novels, biographies and books relating to philosophy and poetry and creative activities such as creating scenarios, writting essays, creating poetry magazines and producing short movies. Each partner has independently read national books and, when we came together in the LTTA meetings, we developed the main activities together in English.Side activities have related to art, music/dance, sport, cuisine and have provided dynamic lifestyles using the cultural heritage as a key component. Prior to each mobility, research had been carried out in each of the countries, exhibitions made in the form of posters, PowerPoints, videos, crafts, philosophical books and exercises related to the main activities to be developed in the meeting.As a result, participants have been able to work directly with students and teachers from other countries, reaching common goals that have allowed positives changes. Students’ social, personal and interpersonal skills have been improved and stereotypes and prejudices have been reduced. Team-work and ICT skills have been developed. Students’ participation in all scheduled activities has helped them discover new skills and make them more active in their daily life. Teachers have had the opportunity to exchange, explore and learn about other educational systems. They also have improved their language and communication skills, managerial and negotiation skills as well as team spirit. Impact on institutions has lead the creation of a trans-national network increasing the schools’ European dimensión and prestige. Families have been in direct contact with other students and this has increased tolerance and has reduced stereotypes. The relationship between schools and local communities has also improved. We trust that the repetition and settlement of the way of working carried out with future students who are given an active, creative and dynamic role will improve their social and intersocial skills; They will increase their sense of responsibility, effort, self-esteem, confidence and autonomy by exposing or representing the results of their products to a known and unknown audience.We believe that all this will result in the development of their basic skills, necessary for their future careers.