Consumption and Energy Sources in Modern Education was a multidisciplinary project, in which, students and teachers investigated their own energy consumption habits. They also undertook experiments in physics, mathematics and natural science, in general, involved in power production. Students compared various types of energy sources and ways in which to make them sustainable. We focused on hydroelectric power, nuclear power, wind and alternative sources of power and electric power extracted from coal. The participants used problem based and blended learning in this project and they used different technology devices in their investigations. Teachers from four European countries, teaching in secondary schools, (ZST Technical College Mikolow, Poland Numedal videregaende skole Nore, Norway, Lyseonpuiston lukio Rovaniemi, Finland, Gymnazium Teplice, Czech Republic) were able to share ideas on different pedagogical approaches, traditions, and knowledge of different education structures and systems.Both students and teachers explored various types of energy consumption in their everyday life usage. They also studied the methods of power production; attended many specialized visits to scientific centers and museums. Students and teachers visited at least one power station in each country and had a guided tour in each power plant. In the Czech Republic the project participants visited a nuclear power plant, and a coal power plant, in Poland a coal power plant and a coal mine, in Norway a hydro-electric power plant and the artificial dam which are used as a water reservoir for one of the power plants and in Finland a wind power plant and a meteorological observatory. The students compiled and presented summaries of the visits they made as international teams. The participants worked in groups, each focusing on factors affecting the power output. The students made physics experiments that were connected to the different sources of energy. The groups processed the data using mathematical and physics software and presented, shared and combined their results. All students collected and processed data from their own mobile phones to estimate their energy consumption and presented this to the rest of the students and teachers. The outcomes of which were checked and validated. Six bilateral webinars were conducted during the second project year. Students presented information about their school, city, country and educational system to a different class in the school of the project partners. Programmes Appear.in and Adobe Connect were used as the means of communication.The project made natural sciences a more exciting subject and motivated students in this field. It supported student-centered and problem-based active learning using multidisciplinary and environmental context in teaching science. The students and teachers got a better understanding of their own energy consumption habits and in everyday life, and the important role of science and mathematics in the development in power production. Participants may be more responsible in environmental issues regarding energy sources in the future. All participants used English as their working language and also learned about the cultures in our partner countries.