Underachievement in STEM education is a problem for many European countries. It is an issue associated not only with the effectiveness of teaching and learning, but also with providing an equitable system of education. Many studies show that students perceive STEM subjects as complex and boring, abstract and disassociated with real life and their daily experiences. These perceptions generate negative attitudes towards STEM related disciplines and quite often lie beneath low achievements in these subjects. This reality is reflected in low skilled youth that struggle at dealing with the needs of the European job market. In order to face this problem, the MakeITReal project has created an international team of mutually complementing experts from the Warsaw University of Technology (Poland), Edumotiva -European Lab for Educational Technologies (Greece), CYRIC (Cyprus), Helix5 (the Netherlands), Aristotle University (Greece) and secondary schools from Poland, Greece and Poland represented by ILO (Poland), DIDE a’ Athinas (Greece) and ODTUGVO (Turkey). MakeITReal project engaged students 13-17 years old that underperform in STEM (Science, Technology, Engineering and Maths) education and keep distance from STEM related disciplines in creative product design and making practices following the “Maker Movement” trend in education, a global drive that encourages young people to be creative with technology. The project infused Arts into STEM, linked STEM to real life and engaged students in product design and making practices. Product design was chosen as a practice that integrates STEM disciplines, is a creative process providing links to Arts and is also reflected in industrial practices immersing students in entrepreneurial thinking and in the business culture.Special focus was placed on teachers’ professional development and on building the pedagogical and technical skills needed in order to facilitate the learning process, to support students’ in 3D modelling and 3D printing and to make connections across STEAM disciplines.During the project the following results were achieved: -The MakeITReal Technical Reference Guide detailing practical and technical issues related to 3D modeling and 3D printing -The MakeITReal Curriculum detailing the pedagogical ideas underpinning the MAKEITREAL intervention and focus on teachers’ familiarization with skill building regarding the way product design can be implemented in the class, with the activities that reflect STEAM related disciplines -The MakeITReal Pilot Protocol that provides detailed information on how teachers are supposed to work with the students and apply from a pedagogical perspective their learning experiments in the class -A Validation Report that brings together the results of the case studies in schools in Greece, Turkey and Poland-Realization of 4 blended training courses with the staff from the participating schools combining online training with short physical mobility of staff -Realization of 10 interdisciplinary projects that are interlinked to real life in the participating schools.-A Recommendation Policy Report that informs policy makers and relevant stakeholders regarding the MAKEITREAL intervention towards dealing in a creative way with under-achievement -Promotional material that is used for dissemination purposes, social media accounts, leaflets and the project website -Papers submitted to conference (E1) organised in end of the project in Poland.The findings from three case studies that took place in Greece, Poland and Turkey in an iterative manner confirmed that digital fabrication, making tools, 3D modelling, and 3D printing, combined with the theories of Constructivism and Constructionism can provide interactive learning experiences that enhance basic skills and performances in STEM disciplines, re-motivate and electrify creative capacities of underachievers and help them develop more positive attitudes towards STEAM related disciplines.The pilot studies confirmed that the MAKEITREAL initiative has the potential to propel STEAM education, support students in developing and practicing the 21st century skills and enhance teachers’ professional roles with pedagogical and technical skills useful for creating attractive and meaningful learning experiences in STEAM.