In the 2-year-long duration of the “Let’s take a CLIL L.E.A.P. – Limitless Employment Abroad Possibilities” project, all five enlisted partner schools have contributed and cooperated to achieve all the pre-set goals of the project. The differences among partner schools were noticeable and have also brought a sense of variety into the project, including not only the size and number of students, but also various teaching methods as well as social and financial background of the school. All the partners schools’ profiles can be seen on the website clil-leap.weebly.com, originally created by the Hungarian school. Furthermore, the database, magazines and all other materials created for the project are accessible there.The actual CLIL method was introduced to schools, which had had no prior experience. There were presentations, seminars discussions leading to successful implementation of the CLIL method. Schools with experience have shared their know-how among the group. The database of lesson plans using the method was created to show that all partner schools grasped the essentials of CLIL and encourage all potential interested teachers or schools to start as well. Afterwards, the CLIL method was used both within and outside of the project activities.Students in every partner school had the opportunity to communicate with foreign visitors when hosting the partner schools. They could also see the benefits of participating in a project on an international scale. They can read the project’s magazines and see for themselves how ordinary people live and work in different European countries. By using the CLIL method, they could test themselves and see how difficult it would be for them to study or work abroad using English. Students, who had been chosen to travel to a foreign country could get to know different educational systems, lifestyle and cultures. Additionally, they conducted the interviews, which enhanced their foreign-language skills and provided them with a chance to use a foreign language outside of the pre-defined, “artificial” situations that teachers create within lessons. At the end of each mobility, each of the participating students was asked to fill in a form, which was collected to evaluate the student’s experience and shown for others to see the benefits of participation.Every school organized an Erasmus Day. During that time, all available physical content and results of the project were displayed within the school halls and classrooms. It was thus made available to the public, including the parents, employees of local press and members of the city hall, who were naturally invited too.Even after the Erasmus Day, the partner schools will carry on using CLIL method within their curricula and hopefully they will continue taking part in Erasmus projects in the future, with students and teachers getting more and more experienced in organizing and taking part in them.