In recent years debates about concepts of intercultural learning have become quite controversial within the European youth work sphere. While some actors are taking a highly critical stance and are close to condemn the whole idea of interculturality as highly fictional and problematic, there are also some more moderate voices who see the need for modifications without neglecting the influence of cultural identity completely. Regardless of the position the debates are often staying within a certain circle of actors and are not always reaching the youth workers actively working in the field. The seminar "Transforming the iceberg - Theory and practice of Intercultural Dialogue" therefore was aiming to link theory and practice by providing a space for in-depth theoretical reflection on topics related to intercultural learning as well as the possibility to share and commonly analyze current tools and methods in this field. It gathered 26 experienced youth workers/leaders from program and EECA partner countries for 8 days in Aghveran, Armenia. The objectives of the seminar were: • To deepen the understanding of intercultural learning among youth workers and youth leaders by providing a space for critical reflection on the applied concepts and their underlying terminology • To share and analyze current methods of ICL based on the theoretical concepts discussed • To establish a network of like-minded organizations and individuals, who are interested in the further exchange on the link between theory and practice of ICL • To mobilize the participants to develop and realize follow up project which raises the intercultural awareness and sensitivity of young people and enables them to take a critical point of view towards commonplace perceptions The methodology was based on the ideals of non-formal education and combined theoretical inputs with interactive exercises as well as sessions based solely on the experience and expertise of the participants. The first half of the seminar was dedicated to the theoretical reflection on important topics related to ICL, whereas the second half consisted of tool sharing and reflections on them. The main impact on the participants is their improved competences to critically asses concepts and methods in the field of intercultural learning and dialogue as well as the ability to make a link between theory and practice in this field. They furthermore learned about new tools, which they are able to apply in their work with young people. On a long term we expect that the outcomes of the seminar will make a contribution to the ongoing discussion about concepts of culture and 'interculturality' in youth work and in spreading a reflected approach to it.