"Inadequate STEAM-specific qualifications among teachers and a shortage of free-of-charge curriculum-linked resources are two major weaknesses that hinder the implementation of quality STEAM education at schools. Project “How To Raise An Inventor. Technology and engineering learning material for schools” was implemented in order to create an innovative STEAM training tool for schools across Europe. The main project’s goal was to improve the capabilities of target group pupils in primary and secondary educational institutions in the fields of technology and engineering. The project involved 6 organizations from Lithuania, Latvia, Poland, and the Netherlands. The partnership consisted of schools that required lesson materials for their curriculum, and expert organizations to produce the training tool according to the schools’ needs. The main outcome of the project is an innovative online training tool “How to Raise an Inventor” for pupils aged 11-13 (7th grade in most countries), but also adaptable for younger and elder pupils. The tool is available at website play.gaminu.eu in English, Lithuanian, Dutch, Polish and Latvian languages. It consists of four modules. Teachers and learners acquire knowledge about the whole set of tools: micro:bit, LEGO Mindstorms and 3D technologies.Modules “micro:bit MAKER"", “The Art of Making"" and ""Build an Arm Wrestling Robot"" are based on the formulation of real-life technical problems, hands-on application of tools and search for problem solution by applying ""Design Thinking"" methodology, which brings together skills in creative, critical and interdisciplinary thinking, teamwork and cooperation. The fourth module ""How to Make Ideas and How They Travel"" cultivates pupils' user-value orientation and the ability to turn technological solutions into business solutions. This way, lesson materials link technical education with entrepreneurship training. Teacher’s notes with methodology instructions accompany each lesson or project. This makes the materials possible to use even for beginner teachers. All four modules together are sufficient for weekly technology classes or extra-curricular activities for the entire school year. The effectiveness of the training tool was tested with 152 pupils in three schools in Lithuania, Latvia and the Netherlands during curriculum lessons or as an extra-curricular activity in school year 2018/2019. Based on feedback received, module developers prepared recommendations for teachers about the use of the tool. An expert conclusion about the suitability of the lesson materials was provided by STEAM professionals. It will be used for further promotion of the tool to other schools and individual teachers, self-learners in partner countries as well as worldwide. Positive effect on pupils’ target group is reflected in research data. The survey was carried out before and after testing of the lesson materials. The results clearly indicate that learners have improved their knowledge and skills related to project modules. Most pupils score their long-term interest in STEAM at about a 3 out of 5, with the distribution being slightly skewed towards choosing a career in STEAM. Regarding the wishes of the future profession, there was a positive effect on research and mechanics related professions as well as business, management and entrepreneurship after the testing.Another important target group for project’s activities was teachers. In order to improve STEAM subject knowledge and methodological skills, multiple learning events for teachers from and outside of partner organizations were organized in form of webinars and seminars. Lithuanian and Latvian partners even registered teacher training programs based on project’s lesson materials and will continue to provide teacher training at state-accredited competency development programs. The biggest positive impact in the partnership was expected and occurred in partner schools. In Latvia, technological training will become compulsory from 2020 as per state regulation. The project has helped the partner school from Riga to become fully prepared for this in advance. At the Lithuanian school, the training tool has helped to enhance the content of engineering lessons with new technological tools. At the Dutch School, the project was the first encounter with STEAM teaching. Schools continue learning from the project’s lesson materials in the framework of their curriculum. Project’s impact outside partner organizations was reached thanks to numerous dissemination events and learning activities. Through the network of associated partners, the strategic principle of joining formal, non-formal and self-driven learning was implemented. We expect that the number of people who benefit from the project will rise even more after the project’s official end. Positive long-term impact will be achieved through the development of pupils’ and teachers’ skills leading to more students and workforce in the technological area."