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Mixed Reality (MR) Environments provide extensive possibilities for learning. MR technology can increase the quality of education by enabling learning in virtual spaces compared to real laboratories. It enables the merge of real and virtual worlds into new environments and visualizations, where physical and digital objects can coexist and interact in real time (Milgram & Kishino, 1994). Learners can experience and learn complex sequences of actions and relationships between components. Within the next three years, a transdisciplinary team of educators, psychologists, game designers, engineers and practitioners will develop and evaluate a MR learning application for wind engines. The application will be used in Vocational Education Training (VET). Wind engines are complex systems that require the integration of electronical, constructional and metal-technical skills, and, are closely linked to environmental impacts (Spangenberger, Meyser & Schrader, 2019). To assemble, repair and maintain wind engines in Germany, professionals are required. However, trouble shooting on real wind engines is hardly possible during VET, especially in the case of risk scenarios. Therefore, expensive training gondolas are used in a laboratory situation on the ground. First scientific findings on the advantages of augmented and virtual learning (AR/VR) applications have shown, that besides the spatial presence and the flow experience (e.g., Krapp 2005), it can reduce the number of errors, and, thus, the likelihood of undesirable consequences in industrial training and assembly tasks (Gavish et al, 2015). The present work outlines the roadmap to the MR learning application. It presents as a first result two different MR learning scenarios. [ABSTRACT FROM AUTHOR]