Despite the attempts to target success and predisposition to taking risks to promote innovation, sometimes educational developers encounter moments where they fail to meet expectations set forth--by their institutions, colleagues, or themselves. Attempts to avoid potential failures can stymie the creative process, preventing them from meeting difficult challenges. What can be done to catalyze useful responses to failure when events and interactions do not go according to plan? Most researchers suggest reflecting on the failure in order to grow. To assist, a field-tested reflective process (the IDeAS process) that helps flip the approach to failure and move toward the freedom to risk was developed.