Global consumption of fossil fuels increases due to developing technology, increasing population. Greenhouse gas emissions to the atmosphere lead to global warming. Energy is life essence and we need to understand that we will face a big environment crisis unless we change the unconscious exploitation of our natural resources. The project aim was to explain pupils the importance of using green energy and create awareness in schools, to become sustainable and conscious individuals of future. Our project objectives were: 1) to develop linguistic competences for 300 pupils in six participant schools; 2) to promote the national identity, values and traditions, tolerance, cultural and social differences; 3) to increase interest for pupils’ scientific and cultural; 4) to develop IT competences and communication skills in English in our educational systems; 5) to sensible adult’s care for renewable energy sources; 6) to develop cooperating skills and the collaboration with European schools; 7) to encourage kids with special needs, parents left abroad and low incomes in their families to involve in projects. To the 300 pupils, aged 7-18, from our primary, gymnasium and high schools, we added 100 pupils with economical and learning difficulties to the number of participants, together around 60-70 teachers. The main activities developed by us were: 1) cooperation and collaboration via e-mail, Skype, postcards, letters, Facebook, Google Group, talks during our project meetings, using English as working and communication language; 2) organization of video conferences using socialization platforms as Skype and Facebook to fix each mobility’s details; 3) development of learning activities in schools, locations used for workshops, seminars, exhibitions, with environmental themes, cultural topics about our traditions, involving tasks of other curricular areas (Art, Languages, Geography, History) and using modern techniques, as portfolios, activity diaries, map minding, brainstorming, learning through outdoor activities and research; 4) pupils and teachers’ search for and use helpful websites, correspondence e-mails, educational platforms, on-line dictionaries, tools as Word, JPG, Print Screen, Excel, Power Point, Paint, Slideshare or Photoshop to get information, to create materials that were posted on our website; 5) organization of seminars and workshops during the three transnational meetings and the four mobility activities, where teachers and pupils involved learned about other educational systems and cultures, improve language skills; 6) development of social and cultural activities during our meetings; 7) organization of a project logo contest, of producing material results about the influence of weather and seasons on their environment; 8) development of a working schedule to organize presentations of schools, towns, countries; 9) gathering of information in activities to create, at the project end, a guide of good practices. To ensure the project success, we used methods like: establishing objectives and desired impact, activities and their schedule, organizing partners’ responsibilities, the project publicity through conferences, local meetings with teachers, mass-media, achieving the management of time and budget, by time sheets, budgeting each activity, reports, monitoring and evaluating the activities’ quality by reports, portfolios, activity diaries, direct and indirect feedback, organizing meetings (seminars, workshops, exhibitions), disseminating activities by mass-media, methodological meetings, project materials distributed to other teachers and sustainability by maintaining the project corners, our project website visibility and workbooks published in future due to this experience. Our project results (conferences’ reports, project website, photos, videos, drawings, maps, essays, calendar, DVDs, brochures, poem booklet, portfolios, lessons’ scenarios) contributed in this respect. The project had impact on pupils by a stronger awareness of sciences in life long learning, developed linguistic skills, awareness of cultural diversity, raised intercultural understanding, through avoiding prejudices and stereotyping, a better interest and motivation to study on cross-curricular topics like global warming, improved IT and social skills for problem solving, critical thinking, team working, group dynamics, work ethic, responsibility, improved creativity skills, sense of acceptation and self-confidence, for kids with special educational needs, increased capability of being employable, improved social positive attitudes. It had impact on teachers by improved teaching knowledge and quality of teaching practice, an opening to European culture and organizations, improved IT and linguistic skills for next activities and on institutions, by improved rate of early leaving pupils and absenteeism, raised school profile, better community image, increased rate of pupils’ attendance to high school, improved education process.