"Background: Teaching and learning history doesn´t have to be limited to using textbooks and some punctual writings of students. It also has to be a mean to develop cross curricular competences and abilities. History can be taught as a practical subject and additionally through the CLIL approach, used to learn about contents as well as English as a foreign language. In order to achieve this successfully, innovative methodologies have to be implemented. This is why the use of strategical board games with students can be useful. The need for a proper learning of competences and skills can be fulfilled by a methodology implying active strategies for students. The use of Historical board games helps our students to process actively information, acquire knowledge about history in their countries and at a European level. It enhances their ability to conceive History as a vivid reality in which people play an active role. The development of ICT competences is another need focused by pupils, as they developed their work recording tutorials, editing videos and accessing the Etwinning platform.Objectives: The main objective of this project was to introduce the use of historical board games into the process of teaching history to students as an active and innovative learning method. Participants: The schools of the participating countries (Spain, Poland, Turkey, Czech, Italy and Bulgaria) focused on the use of the use of board games to learn about the main historical events in every country and their common History using an international board game called ""Twilight Struggle"". There were at least 300 people directly taking part on the project. The participants, once acquired some basic skills related to boardgaming, created and printed a board game about the current historical events of refugees in Europe, called ""Refugees"".Description of activities: The students played strategy board games in their board game clubs in each school. The rules and working language of these games were in English. During the mobilities students acted in mixed, international teams. Language test were held to assess the acquisition of English skills. The results of the diagnostics language test were shared among the partners. Some students lead activities in their project groups at schools in order to show the others how to play Twilight Struggle game which was practiced regularly during meetings. The rules of the Twilight Struggle game were uploaded on the Etwinning platform and also a video about students and teachers’ experiences. Skype conferences were held for online playing games. Each school prepared an exhibition about the results of the project including pictures from mobilities, board game player, videos from school board game clubs and mobilities. Pupils created a collage which was exhibited in the mobility in Poland. Later, the collage was uploaded on the Etwnning project page as well as on the webpage of the project.Methodology: We intended to implement in our schools the CLIL methodology, as a teaching approach based on competence learning. The methods aimed to develop students' skills to learn actively, as the had to learn to take decisions, determine strategies and plan the steps to be taken. It fostered team working, as students played the games in pairs or groups and discussed about the best options to achieve their goals. The learning approach was student centered, the teachers acted as facilitators and delegators within the pupils learning process. Results and impact envisaged: The results of this project had a direct impact on our students and schools, using new teaching methods developed in a transnational context. The main physical result was a board game published by the partner schools. Different video tutorials and about the experience were elaborated. Potential longer term benefits: Once this project has finished, our schools and communities will have the opportunity to be a reference within our cities for European partnerships based on innovative teaching methodologies. The results of the experience can be used to train other teachers interested in this approach."