"The ""Spring Celebration"" project was primarily focused on ecology and environmental issues. In addition to these topics, our project also focused on healthy nutrition and the importance of sport in our lives. As the project was of an international character, an important role was played by the internationalization of all those who were involved and the improvement of communication in the English language. In implementing partnership activities, pupils often came into contact with information and communication technologies to increase their skills. In order to achieve the objectives of many project tasks, we used non-formal learning methods, in which pupils gained new experience and increased their knowledge more effectively through their direct involvement in these activities. In the context of environmental education, we also used CLIL's methodical approach to achieve project goals. Many activities have been planned to involve pupils from economically weaker backgrounds and disadvantaged pupils in particular. An important objective within the methodology was the development of an intellectual output that was environmental in nature and describes in detail the possibilities of implementing environmental education into the teaching process through various environmental activities. Our project was also aimed at working with parents, and other people somehow related to our schools. In many activities, we have also worked with nonprofit organizations or environmental centers to achieve the desired results.The project involved five primary schools. The coordinating school was primary school, Hlavná 5, Družstevná pri Hornáde, Slovakia. Partner schools of the project were schools from Spain, Portugal, Italy and Estonia. Project activities were continuously carried out in accordance with a timetable. Initial activities were rather informative, through which we knew each other, our regions, as well as the environment in which we live, it is important to know it, in order to be able to take a positive attitude towards protecting our nature and pointing out to its specifics. Other activities were of an environmental nature. Through the ""Rainbow"" activity, we have introduced a waste separation at all schools, this activity has become more time-bound. With related activities, we successfully implemented collections of used paper and old batteries in schools, and then we have approached the recycling process. We prepared thematic excursions for pupils that directly demonstrated to the students how to recycle or protect the environment. In the context of healthy nutrition, we have prepared a publication that contains several tasty and unpretentious dishes. Recipes have an international character. To raise awareness in the field of sport, we have prepared Olympic Games where pupils could have an active approach. We have also had many discussions about the environment with pupils, often in the presence of members of local councils. The artistic tendencies of pupils could be used in the aesthetic design of various objects in which they used natural materials. We have developed a methodical material within the intellectual output.The impact of the project was of a school-like nature and, in many cases, also outside schools, the project addressed many pupils' parents as well as the wider public. Through cooperation with environmental centers and non-profit organizations, the project addressed a larger group of people. The benefits of the project were the participation of pupils in activities that were of an environmental nature and the interest in enhancing the interest in environmental protection, and after the end of the project, schools (Spain, Italy, Estonia) were involved in the process of approving the Green Schools Statute. environmental activities in the future. At the final transnational meeting, we all agreed that the project was very successful."