Being involved in European projects we have seen the need of supporting the quality implementation of the ESC programme. It offers young people opportunities to show solidarity, express their commitment to the benefit of communities and help resolve challenging situations across Europe. At the same time, the young people involved in ESC have the opportunity to develop their skills and get invaluable human experience in the process. The European Solidarity Corps is built on the achievements of more than 25 years of European programs in the fields of volunteering and youth, especially on the experience of the EVS. The program clearly gives emphasis to the volunteering strand. ESC aims not only to promote solidarity as a value, doing so mainly through volunteering, but also to enhance the engagement of young people and organisations in accessible and high-quality solidarity activities as a means to contribute to strengthening cohesion, solidarity, democracy and citizenship in Europe, while also responding to societal challenges and strengthening communities, with particular effort to promote social inclusion. In the ESC Guide of 2019/2020 Mentoring clearly mentioned as a practice of supportive matter. Through the whole process of an ESC project, a volunteer may face many challenges. Most of them usually appear in the period after moving to a foreign country where the volunteering activities are held. Cultural differences, language barriers, homesickness, finding new friends, gaining new knowledge and skills in order to carry out project activities, as well as many other factors and situations that can make a volunteer feel overwhelmed and confused. Therefore, providing relevant and adapted support is crucial in helping young people to overcome those challenges. One of the most effective methods to do so is through individual mentorship. As mentioned in the Guide, “Personal support through mentoring should be provided to all participants in volunteering activities.” Mentors are also responsible for the learning process in ESC, alongside volunteers themselves. Besides supporting their integration into the new community and culture, especially at the beginning of the project, their key role is to guide and support the volunteer in the ESC learning journey, offering them the tools needed to reflect on their own learning experience and extract the competences acquired. But not all the mentors are experienced and able Masters of learning, at least not from the beginning. They also need guidance, support, and training in order to be ready to properly perform their assigned role. With ESC and the Quality Label, the focus on mentoring is kept and even enhanced (when compared to the previous EVS). However, the mentoring dimension has been left to a very large extent to the decision of the organisation. At the same time, it is the key quality factor that has a significant impact on the learning of young European volunteers, as well as on the overall experience of all project actors. Because of this, the mentor role is a crucial element that we are addressing in this project, based on the difference we have seen that a good mentoring process does for the quality of the overall European volunteering experience, in general, and the quality of learning of the European volunteer, in particular. Even if in some countries and hosting organisations mentors are well-trained and prepared for their task, this was certainly not the rule of law in ESC projects so far. In fact, there is quite a little reference in the ESC Guide and supporting documents to describe the exact role and tasks of mentors. Most of the concrete activities and situations a mentor might face are defined in practice. If the mentor is lucky enough to have an experienced organisation that can prepare them for the position, chances of an efficient mentoring relationship are significantly raised. However, small organisations that are just at the beginning of their ESC challenges, or beginner mentors, can rely on very little information or concrete tools and advice. This is the need we intended to address in this training. Speaking in metaphors, this learning activity - “Forging Mentor’s Powers” has many “dragons”, meaning dilemmas & difficulties to face, and supporting the mentor’s abilities is a “sword” in the organisations’ hands. By investing in the mentors’ skills and a better understanding of mentorship, they are in fact reducing the risks of volunteers’ lack of integration, potential conflicts, or even the risks of not properly handling and harvesting the learning context offered by any European volunteering experience.