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This paper aims to explore the role and leadership style of the school leaders of Secondary Education in the Cyclades, in the take-up and participation of teachers in the Erasmus + 2018 ka1 learning mobility programs. Initially, the profile and attitude of the training staff was sought in conjunction with their skills, knowledge and willingness to participate in these programs. Subsequently, theories of motivation and enthusiasm, as well as the motivations that influence teachers' attitudes and attitudes towards undertaking Erasmus + 2018 ka1 programs, were recorded on the basis of scientific literature and research. Subsequently, theories of motivation as well as theories of behavior and personality were presented. Potential outcomes and benefits have emerged as a result of the implementation of European programs, along with potential difficulties in reluctance to do so. It attempted to analyze the degree of positive or negative influence of islanding on the exploitation of programs alongside the policy of strengthening insularity both by the European Union and by the Greek state. The correlation of the active forces of teachers, which, with the appropriate guidance from school leadership, has a positive impact on the participation and take-up of European programs Erasmus + ka1. In the purely research part of the paper a descriptive presentation of the results of the research carried out in the secondary schools of the Cyclades is based on the distribution of a structured questionnaire to the teaching staff of the schools. There were recorded one hundred and four (104) responses from scattered secondary schools in the Cyclades. In the end, an effort was made to analyze the results and to present the most important findings of the survey.