Learning mobility is a phenomenon that has grown significantly in the world, and in the last three decades, it has attracted a lot of attention from scientists at the international level. Staying in another country to study, learn or work has become the "standard" of the European Higher Education Area, and an increasing number of students and young people in higher education strive to spend a certain period abroad and thus become so-called mobile citizen. International learning mobility has become an increasingly global, intercultural, and educational phenomenon, in which opportunities for mobility are expanding with organized mobility programs such as Erasmus - the European Union's program for education, training, youth and sport. In this context, an increasing number of students go abroad to study for one to two semesters at another university because of its potential and profound effect on the development of knowledge, skills, and competencies. However, what is insufficiently researched, which touches on international mobility, refers to: a) experiences of international mobility of young people in non-formal education, such as project mobilities for young people - "youth exchange"; and b) the contribution of international mobility regarding the "deeper" effects of the youth experience in the field of personal growth and development. To investigate the effect of "deeper" and more complex internal changes in young people, the paper relies on Mezirow's transformative theory of learning. Accordingly, the goal of this thesis is to describe the experiences of young people who participated in Erasmus+ youth exchange programs, as well as to gain insight into these non-formal programs as a platform for transformative learning. The goal was realized through the study and research of available relevant literature in Croatian and English on the international mobility of young people and the transformative learning theory of, and by conducting qualitative research from a phenomenological point of view. The application of a (phenomenological) semi-structured interview with six young people from the Republic of Croatia made it possible to understand the essence of learning mobility as a platform for transformative learning, through the meanings they attach to the experience gained by participating in informal mobility programs - "youth exchange". The analysis of the thematic three-level network indicates that youth exchanges as a non-formal learning, along with a change in the cultural environment, create fertile ground for transformative learning that is realized anew despite existing difficulties and insufficient information, and visible (positive) changes in personality are the basis for going again and motivating others to mobility programs.