The main idea came from the local communities of our partners. We discovered a negative attitude to mistakes, focusing on results starting from an early age when they enter the formal education system. Young people are evaluated based on their performance. The initiative for taking risks is not encouraged and the mistakes are punished by rigid marks. Our intention was to introduce a positive mindset towards mistakes and welcome them with a positive attitude. We also wanted to point out that accepting and embracing mistakes contributes to self-improvement in the process of learning: “a mistake is a learning opportunity”. Our aim was to introduce youth workers, young leaders, teachers, and educators to how to apply improvisational theatre-based exercises as a non-formal educational methodology to help young people to recognize and welcome mistakes with a positive attitude during their learning process. We set up the following objectives to achieve this goal: - to learn from mistakes and understand that they are important elements of one's learning cycle - to increase the capacity of youth workers by enriching their working methods with improvisational theatre to support qualitative learning processes, - to create a space for participants to design, facilitate and evaluate learning sessions by applying the method - to explore how to transform the method into both non-formal and formal educational settings - to provide open space to share non-formal educational methods focusing on learning through failing - to introduce Youthpass as a tool for self-assessment, evaluation, and recognition of non-formal learning. The project addressed the question of the power of non-formal learning. “In formal educational settings, young people are required to focus on their performance. They are afraid of making mistakes, which generates increased inner anxiety, which blocks their creativity.” (Keith Johnstone: Impro and the theatre). Improvisational methods in non-formal learning teach us to make mistakes, reduce this inner fear and release our creativity. Our aim was to introduce this approach both in non-formal and formal educational settings. To add, the quality improvement of youth work was also a top priority of this project: “foster quality improvements in youth work, in particular through enhanced cooperation between organizations in the youth field and/or other stakeholders”; (Erasmus+ Guide version 2 (2016), p.28.) The First 5000 mistakes project was strongly built on the partners' cooperation during the project's extended period, including designing the program and adjusting it to the current needs of the target group after the pandemic. The expected and real outcomes showed that we worked towards recognising youth work at different levels. On a cognitive and practical level, to understand the 4 types of mistakes to support a learning process provided a set of improvisational exercises, and introduced how to design and facilitate a learning session with this positive mindset. On an individual, organizational and European level - participants shifted their attitude about making mistakes, had the chance to start creating and testing their own sessions involving improv methods, and upon returning home, they implemented activities in their local communities.