Our experiences from implementing learning mobilities for adult educators show that within our existing European network learning mobilities lack transnationality. We implement workshops together with our European partners within the Erasmus+ program since 2014, and we were only able to arrange groups of participants from one country for our fields of activity and requested learning topics in adult education. From the first day on we tried to organise learning activities with transnational participants. But we failed. Despite of intensive promotion and offers to our network partners to support them by applying for mobility projects it was not possible to allure participants for our transnational learning opportunities abroad. It seems that within the Erasmus+ programme there are too many hurdles for adult education organisations in Europe. Especially small and unexperienced organisation are shy of applying for own mobility projects. Quite often time and efforts are too considerable, and the prospects of success are valued too low. This lack of transnationality within learning mobilities doesn’t satisfy the idea of European learning in the context of the Erasmus+ programme. We wanted to change this actual situation for our future participants of learning activities and for our European partners in adult education in Europe and offered a possible approach with this project.We used a structured process and a collaborative approach. It connected the know-how and the strengths of European adult education organisations for application and implementation of learning mobilities. Our project partners have several skills referring to learning mobilities. At the end of the project all partners benefitted from the structured collaboration process and had the same knowledge available that is necessary to apply for and implement learning mobilities.Due to our project objectives – development of project proposals for mobility projects in a collaborative way to be able to organise learning activities transnationally - it was necessary to bring the persons together, who will be involved in this process. The partner organisations came together in a learning activity. It was a combination of structured course and workshop. Partners gave inputs and exchanged their experiences. With support of the collaborative partnership every partner gained firsthand information about how to apply for a mobility project as well as how to act as a sending organisation and how to implement learning activities as a hosting organisation. Each project partner applied for a learning mobility project as part of this project. In a structured way we planned concrete learning offers in the project partner countries and agreed on participant numbers to reach our main objective of implementing transnational learning activities and experiences for adult educators to support the strengthening of their intercultural competences intensely. The participants of this project were the 6 projects partners and their organisations.We chose adult education organisations as project partners referring to our objectives and referring to their experiences in the different stages from developing a learning mobility project to running a learning activity. Offline in project meetings and online via email we planned and organised the learning activity together. Inputs and expert knowledge were prepared to ensure a successful learning activity. In a collaborative way we learned from each other to reach our common results and objectives. The project depended also on a close cooperation with future learners – adult educators – in each partner country. With the input of adult educators to their interests and needs for learning opportunities we developed 6 project proposals together in cooperation. Furthermore 10 planned structured courses should be implemented by the partners as learning opportunities during the 12 months of the applied projects (minimum one course in each partner country) participated by learners from the partner countries. This plan, of course, depends on the funding decision of our six application. At this point of time our project and the Italian one are approved. The Bulgarian project was not approved, as they already expected because of the national system. The learning network established from the partnership will maintain after the end of the EU funding. In the long-term we try to include more European adult education organisation than just the participating organisations of this project. The learning activities planned and applied for within this project will be implemented after the end of this project. Furthermore, as adult educators we intend to develop a curriculum for further education opportunities out of the content and results of our learning activity to offer adult education organisations a structured further qualification course. This course can be offered national and international.