We present an account of our experiences with Erasmus Intensive Programmes (IPs) on Inclusion as main topic. We have been attending and organizing IPs for the last four years, namely the following: Integrative Teaching in Multicultural Environment for Teacher Students (INTIMETS); Teacher Education for Working with Inclusive Education in School (TEACHWISE); Using School for Developing European Citizenship (USDEC); Developing Effective Schools for Inclusion (DESI); Intercultural Education for Sustainability (IES). The paper develops four main issues based upon our personal experiences: 1. How to apply and organize an IP (exposing IPs’ purposes, appliance criteria, usual structures, organizational requirements and main outcomes); 2. A split model organization; 3. A sequential model organization; 4. Multilateral cooperation and innovative practices. For each of these themes we relate to at least a specific IP in which we have either participated in or organized or both. A few examples of the features produced by students are displayed in order to give some insight of IPs’ educational potential.

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