Migrant students (or synonymously students or pupils/children of migration background or minority students) are disadvantaged in terms of enrolment in type of school, duration of attending school, indicators of achievement, drop-out rates and types of school diploma reached. The topic of education and migration is relevant in the context of European economic development, social cohesion and the stabilization of democratic cultures. The project offered explanations for the given situation and elaborated policies, programmes and measures to improve the situation. The teacher-student relationship is central in any school and any system of education. Low teachers’ expectations towards migrant students generally have a negative effect on their performance. There is substantial evidence that teachers in Europe have been ill prepared so far in teacher training for the new student population. different pupils have different prospects. These had to be permanently taken into account, when finding solutions for certain academic problems. The followings were identified as fundamental challenges for teachers: the learning of the respective national language as an additional language for children with a migration background; the assessment of prior experience and knowledge, the pedagogical differentiation regarding the content of teaching and learning material, the communication between teachers and parents, the co-operation between majority and minority students, and the initiation of changes in the systematic level of the So, the objectives of the project were shaped as;*to clarify the needs of primary, secondary and high school teachers and the administrators in the area of cross-cultural education. *to overcome disparity in education. *to overcome daily challenges the teachers, administrators and the authorities face educating non-native pupils, and to clearly map out what supportive measures are needed by the related stakeholders.*to raise awareness in the community about the needs of non-native pupils.*to offer solutions to meet the issues related to the education of non-natives.*to raise awareness both the parents of non-natives and the natives.*to remove the barriers regarding the inclusion of non-natives into the target comunity.*to improve the professional skils of teachers and the administrators.*to train the academicians considering the needs of regional authorities.Number and profile of the participants.In the project, 52 educational staff participated in Learning/Teaching/Training activities. These staff were academicians, school teachers, school administrators and the representatives of regional education authorities. During the project time in 3 countries totally 150 teachers attenden training courses for teachers. Totaly 60 non-native pupils were taken into the pre-teaching course before joining their formal education. 250 people,the contact persons of regional authorities of the partnership, the head of the education of 80 provinces and the representatives of Ministry of Education joined the final conference that is going to be held in Turkey.During the project three modules were prepared. the first one was for the training the trainers course. The second one was for the use of in-service trainings of teachers and the last one for non-native pupils' pre-teaching courses. after having prepared the modules, they were implemented to pilot institutions and groups. Then, the impact of the process was measured and evaluated.The waterfall methodology was used in conducting the project. A detailed need analysis was done gathering with the partners in the first transnational meeting. The scheme of the modules was designed in Learning/Teaching/Training Activities. How to integrate the modules into the education system was discussed with representatives of regional educational authoroties. The modules were tested via pilot uses. Final evaluation was with the collection of all outputs at the end of the process.As a result, The teachers' point of view to the non-natives was tried to be changed as they learned how to teach them. the non-native pupils academic success was tried to be raised as they joined pre-teaching courses and learned the target language and culture. The educational authoritieswere equipped both with experienced staff and modules to overcome future issues of heterogeneous education.