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The purpose of this thesis is to present the historical evolution of European Education Policy and European Programmes and to investigate the impact of the Erasmus+ Programme on school education. Specifically, the thesis aims at capturing the views of the teachers of Pieria about the impact of the Erasmus+ Programme on their personal and professional development and on the development of their school units and to investigate their attitude towards the program and their level of satisfaction. The methodological approach followed is quantitative research (with a structured questionnaire) and the sample of the survey comprises of 200 teachers from the Regional Unit of Pieria. The results of the descriptive and the inferential statistical analysis show that teachers are very satisfied with Erasmus+ Programme, with their level of satisfaction not being affected by their gender, level of education, working position and the duration of their participation in the program, but there is a tendency for their satisfaction to be slightly increased as the age of teachers increases. At the same time, teachers' participation in the program is very effective for their personal and professional development as well as the development of their school units. In addition, teachers’ participation in Erasmus+ contributes to the reinforcement of their positive attitude towards the program and it positively affects the attitude of their school units towards the Erasmus+, with public schools being less positive before participation, while after participation both private and public schools are very positive towards the Erasmus+. Furthermore, teachers’ participation in Erasmus+ increases the desire to participate in similar European collaborations and programs for both teachers and school units. Finally, research shows that the Erasmus+ Programme is perhaps the most powerful tool of the European Education Policy as it promotes the attainment of its objectives very effectively.