The idea arose from that societies remain strongly prejudiced and that the education system, which is a subsystem of the societies they serve, reproduce the values and culture of those societies without challenging their possible limitations on the life opportunities and experiences of their pupils. Prejudice remains strong influences in society, schools and the daily life in classrooms. This cooperation focuses on prejudice and its negative effects in education. We observed the topic in term of its cause and effects and include students, teachers, parents, social environment, media, thus, produced an output book which include challenge and solutions to prevent prejudice. These types of prejudices were taken inside the project activities: Racial Profiling; Age; Class; Colour Ability; Sex/Gender; Weight/Size; Religion; Country of Origin. We, the project group, executed this common issue into our school environment to bring out the negative effects of prejudice. It had been prepared a survey to monitor and evaluate present situation in the partner schools. The survey was created by the psychological consolers. According to statistical analysis of those surveys (applied 100 students in every school correlated through ages) the needs were taken out in local level, so the project was placed into its meaningful ground. The purpose was to build a PREJUDICE-FREE ZONE in our Schools. Project activities were applied by leading school clubs to take active role in the project. Every partner school formed these clubs and ran all the activities. Every club ran different type of activities related to students's talents, skills and willingness. (The activities are explained in Description; Implementation, Learning/ Teaching/ Training Activities sections). The clubs were: SCHOOL STUDENT COUNCIL; EU CLUB; DRAMA CLUB; MUSIC CLUB; ICT CLUB; ARTS CLUB; MEDIA CLUB. Top events were three short term students exchange meetings in the project, they should have been four, if Spain wouldn't have retired from the project. Clubs did their specific activities in local level at first and during short term exchange (the ones who showed best performance were chosen) clubs did their activities in international level. Those weeks were a very active project week in host institutions. After the exchange, dissemination tasks were done in local level. This circle was turned three times in two years since the project had three short term student exchange. Total number of students who joined in these exchanges were 67, and the number of accompaniment teacher were 38, so total mobility for short term exchange was 105.The students and teenagers including the ones with fewer opportunities were our main actors and they were in the centre of all stages when the teachers and other adult participants were supervisors in the project. The reached OBJECTIVES were: -to increase the awareness and remove the barriers of the images/prejudices -to develop their critical thinking, basic life-skills and key competences, -to know other people from different social background. NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: There were teams of 140 students in each partner organisation so 700 in total took part actively in project activities. Approximately 1000 students/teenagers were indirectly affected. Teachers/Adults: There were teams of 7 teachers in each partner organization so 35 in total took actively in project activities. There were teachers of English, Maths teachers, a Physhcological Counselor, and ICT, Drama, Music, Social Science teachers/trainer. Approximately 150 teachers/adults were indirectly affected. Administrative staff: The head teacher/chairman and a deputy head took part in the project. Approximately 25 administrative staff were indirectly affected. Families: The number of the family members were 300 in total and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for international evening. Approximately 380 family members were indirectly affected. Local community: Local community like local press, municipality, directorate of national education and PTA helped to disseminate the project to a wider community. Approximately 800 people from local community were indirectly affected. RESULTS AND IMPACTS Through our project the four partners intended to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome stereotypes, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging a multiplier event, communication.