In our country, not using CLIL methodology and low foreign language proficiency were important handicaps for us. For this reason, we had some reservations before the project. However, among the common selection criteria of the project, it should be institutions that do not apply CLIL training. In this way, the project would have the opportunity to test them in different ways.

Despite all these reservations, our students achieved remarkable success with the Training Firm named MARGOLDEN, which operates in the field of textiles, we established in our school. Students made a significant awareness of their professional English as well as their daily speaking skills and improved their professional development. This activity, conducted by students in the school, drew interest and turned into an enjoyable competition. It should be clearly stated that the students have learned by experience that using CLIL as a learning technique is more beneficial than the classical learning method.

Apart from that, LTTA activities turned out to be more beneficial than expected for us. The fact that the project partners are very experienced in projects enabled the activities to be full and productive. Our students gained unforgettable experiences and personal competencies.

Another contribution of the project was to increase our institutional competence. We increased our efforts to turn our experiences into new opportunities for our students. In this context, first of all, we prepared a project to popularize Training Firm application in vocational education in our city and our project was accepted. In this way, we had the opportunity to prepare more of our students for business life earlier and provided them the opportunity to improve their professional English.

In the coming years, we want to increase the positive impact on our students by including more students in these studies in our institution and by adapting faster to the vocational education applied in the European Union countries.