In the last decades scientific and pedagogical cooperation has been increasing both as a consequence and as a promoter of a more global world. An autoethnographic description of the experience in designing and implementing scientific modules of a Timorese teacher training programmes by a team of Portuguese teachers constitutes the starting point to reflect on the challenges and barriers of cross-border programs. It is believed that the identified learning outputs of the Portuguese teachers that participated in this particular program may constitute a valuable tool for other teachers, promoting success and effectiveness in future international cooperation strategies concerning education.