The claim to strive for greater internationalisation in the fields of academic education not only corresponds to the pressures of an increasingly globalised world but is also a response to the ever-growing challenges of cultural diversity that exist within one's own country. For students, however, the geographical space relevant to their education is usually constituted not by the nation state but by an educationally autonomous entity of subordinate size. The field of foreign language teacher training is a prime example in this respect in its interweaving with overarching educational concepts. For teachers and students, the importance of individual multilingualism is revealed in their dealings with people from a wide variety of migrant backgrounds, in different places on journeys, and in many professional fields around the world. It is of great value for prospective language teachers in one country to recognise the role that French, Spanish, English, or German play as foreign languages in other countries and to be aware of the different situations of social multilingualism. It is important to recognise that a couple of well-defined factors significantly influence the way foreign languages are taught and learned in other places. This chapter presents the proPIC project, which was an Erasmus+ funded project, being part of the worldwide initiatives for more internationalisation in higher education. In practice, proPIC adopted the concept of transnational collaboration as far as it applies to the education sector. [For the complete volume, "Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education," see ED624249.]