"In a world where the school is known to reproduce a pedagogical model for the last two centuries, the four partners involved aimed to change the school's daily routines by introducing innovative pedagogical scenarios on Game-Based Learning and Gamification (GBL&G) that enriched the two main target groups: teachers and students. The schools were chosen because they were feeling the need to be updated, to bring innovative pedagogical scenarios that engage students in their own learning. Part of their students was not engaged in their own learning finding the school a boring or not appealing place. The University was chosen for its experience in Educational Training and their connection with the innovative pedagogical scenarios. Altogether there were 3 primary schools (AEM from Portugal, SPn.41 from Poland and ICS from Italy) and the University of Minho. The main goals were to transform the teachers' pedagogical practices introducing innovative pedagogical scenarios inside the classrooms and engage students in their own learning. Teachers were to improve their professional work (language, digital and pedagogical skills) with new pedagogical scenarios on GBL&G and would benefit from the ideas shared by project partners about their practices and the implementation of the project in their schools. Pupils were to become more autonomous, creative and engaged through experiencing/participation in various forms of activeness with the Game-Based Learning and gamification innovative pedagogical scenarios; they would develop their digital, language and collaboration skills but also their cultural perceptions and respect for difference. This project covered 300 students and 18 teachers (5 sent in training and 1 chaperone per country) from the schools involved. The Elementary School students (6-12 years old) were from different social and economic backgrounds and two of them with Special Needs. The teachers were the ones that already work in collaboration, known to be pro-active, dynamic/interventive in their context and willing to accept the challenge. Regarding the activities, the project had three Transnational Project Meeting to discuss the beginning, the ongoing and the end of the project. It also had four Short Term Joint Staff Training Event (involving 5 teachers from each school and the principles in the first training week) and three Short-Term Exchange of Group of Pupils (involving an average of 9 students and 1 teacher from each school). The partners also had the Presentation Event in each local community, a Mural in each school, presented the project to their peers and to parents and created and maintained the online platforms (facebook, eTwinning and website). It also had the producing of Intellectual Outputs, as follows. The methodology consisted of making a diagnosis on the good practices used, making a Survey of the state of the art of each of the partner countries on experiences in Game-Based Learning and Gamification innovative pedagogical scenarios (IO1). Afterwards, the partners researched for training plans on GBL&G and collaboratively designed a training plan on GBL&G (IO2). The teachers in training applied/monitored what they have learnt, analysed their pedagogical practices, reflected on them and shared it by presenting it to the partners in the following moment of training, and posting it on the online Training Course platform (IO3). At the end of this project, the partners had already built an eBook with Apps and Pedagogical Practices using Game-Based Learning and Gamification (IO4) and also wrote a book on ""Experiences and perceptions of pedagogical practices with Game-based Learning and Gamification"", from teachers involved in the project and other experts. The strongest impact felt was inside the schools, the transformation of the pedagogical practices of the teachers involved and students that acquired a set of skills by being active actors in the construction of their own learning. The potential future benefit is the change of the practices of all teachers in each school involved and also the promotion of a new type of student: more collaborative, creative, communicative and thinking critically, prepared to be an active citizen, willing to take a part in the world."