The project Improving Language Learning (ILL), derives from an on-going educational exchange program involving eight upper secondary schools from Rogaland County Council and the Academy of Grenoble to promote the acquisition of better oral skills in French and English respectively. Since the initiation of the exchange in 2013, both parties have expressed a desire for didactic enrichment to improve the teaching of oral skills.ILL thus seeks to assist the participating teachers in the motivation and training of learners in improving their oral skills by first identifying specific teacher needs and then organizing in-service-teacher training courses. The aim was that the contents of the training courses should be considered relevant to the teachers, and should be possible to carry out in their every-day work in the classroom. After the training course the teachers should be challenged to leave their comfort-zones in the classroom situation to try out the newly acquired didactic methods. Following a trial period in the classroom, both the training course and the practice period would be evaluated, leading to the final output of the project, namely a sustainable in-service-teacher training course that promotes the acquisition of oral skills in the classroom and which can be used in various situations and for various languages. The long term benefits of ILL are found both in the development of the in-service-teahcer training course and in the promotion of innovative and reflective teaching practices that lead to an improvement in oral skills acquisition.The partners of the project were on the French side: The Rectorat Academie Grenoble, Lycee du Gresivaudan, and the CUEF of Universite Stendhal Grenoble III, now Universite Grenoble-Alpes. The Norwegian partners: Kopervik and Sandnes upper secondary schools (Sandnes replaced by Bergeland upper secondary in the project), the Teacher Training Institute at the University of Stavanger, UiS, and Rogaland County Council's Educational Department as leading partner.The project formed two separate strands after a thorough Start-up workshop where all agreed on the objectives, the work to be carried out, and the methods to be applied: One strand to develop the in-service-teacher training course for teachers of English in the educational region Academie de Grenoble, and the other to do the same for teachers of French from Rogaland. The interim groups heading each strand consisted of representatives from the partners of the project: The English course interim group consisted of one Inspector of English from l'Academie Grenoble, two English teachers from Lycée du Grésivaudan, and two teachers form the Teacher training Institue at the University of Stavanger, UiS. The French course interim group consisted of the leader of the institue for teaching French as a Foreign language, CUEF, at the University of Grenoble, three teachers of French from Rogaland, plus the project manager. The interim groups met to discuss the contents of the training courses, and this process showed very useful for all partners involved. The teachers got a strong ownership to the course, and the university staff got a better conception of what the teachers actually needed. Both training courses were successfully carried out in November 2015, first at the CUEF and the week thereafter at UiS. The participating teachers were inspired to try out the new methods explained in the courses, and the English teachers actually documented their classroom activities in the form of videos. The results of the try-out period was evaluated, and some adjustments of the course contents made accordingly. The course for teachers of French will be repeated in November 2016 with participants also from other Norwegian counties in addition to Rogaland, all with Erasmus+KA101 funding. The course for teachers of English will be repeated in 2017, and will also be subject for the same funding. Both courses will in the future be announced at the European School Education Gateway, and will thus be available for any teacher of French or English as a foreign language in order to pursue the aquisition of oral skills.