Educators, trainers and youth workers actively involved in shaping European non-formal education activities are often perceived as "perfect" by the groups they work with. With this perception of perfection comes the expectation that the people in front of the group always know "perfectly" what they are doing and what the outcomes and impact of the methods they use on the group and the individual learners will be. Often trainers and educators are considered as good as their group management skills or the 'nice' tools and methods they know and use. Although it might work for the trainers/educators involved for a little while, many of them start to wonder who they really are as a trainer/educator away from the image of perfection. Who are they really as a person and as a trainer from within? What values, passions and talents drive them in working with groups and supporting the learning of the people they work with? What fulfils them about being an educator/trainer? Which methodologies and methods fit their learning and training approach and how can they use them in a more responsible and innovative way - for themselves and the groups they work with? With this pilot training course we focused on the concept of 'fulfilled learning'. In the design of the training we defined 'fulfilled learning' as a learning approach that has it roots in the place of authenticity, creativity and fulfilment that we all have inside of us and that enables all of us to embrace imperfection as a normal state of being and still feel enough. The innovative concept of 'fulfilled learning' is based on the writings, studies and courses of Brené Brown on wholehearted living and connects the core beliefs of self-directed learning (all learners know there learning needs and are capable of fulfilling them) and co-active coaching (all humans are naturally creative, resourceful and whole. The objectives of this course were: to offer educators ( trainers, youth workers, volunteers, teachers etc) the safe, courageous and supportive non-formal and self-directed learning environment to: ? experience and explore what it means to live and learn from a place of authenticity, creativity and fulfilment and feel what it means to embrace imperfection and still feel enough ? experience what it means to use self-directed learning and co-active coaching as ways to support fulfilled learning as an approach ? transform or adapt their approach to and of learning processes as a supporter of learning based on the concept of fulfilled learning and to explore what impact that has on themselves and the learners they work with ? exchange about the opportunities and challenges in the specific educational context of each participant to implement fulfilled learning in some degree ? spread the fire about fulfilled learning in the partner organisations and in the educational settings where the participants work and continue to learn and grow as a practitioner of fulfilled learning together with others (from within and outside of this training course) using the course ?facebook group The training was implemented as a 5-day training course for educators to learn the fundamentals of fulfilled learning as a way to support learning in Berlin from 17 November (arrival day) until 23 (departure day) November 2014 in Berlin, Germany. Participant were European educators who wanted to dig deep into the concept of 'fulfilled' learning and ways to support fulfilled learning processes in their own educational contexts. The approach was based on the fundamentals of non-formal and self-directed learning approach in which the participants were able to direct their own learning and explored the concept of fulfilled learning in the way that suited their learning needs the most. The major results and the impact of the training were the following: The majority of participants got a clear understanding of what fulfilled learning means and how to use it to support learning processes in their own educational contexts with the diverse learners they are working with (school children, social work, youth work, higher education) in 6 different European countries.