In schools throughout our nation, over-achievers and perfectionists strive to earn the pinnacle of academic achievement—100%. A 100 represents that desired perfection; a completed assignment with all objectives met. While some motivators will suggest there is another dimension of achievement possible that comes from “giving 110%,” math and logic dictate that there is nothing beyond everything. As educators, we take great pride in student success and celebrate accomplishments like the 100. But, the lifeblood of improvement exists below the 100 mark, in the splendidly wrong. Former University of North Carolina professor, John B. Carroll simplified the description of learning as the process of moving from not understanding to understanding. The 100 provides us with no starting point for learning. As educators, we seek the splendidly wrong and focus our efforts teaching there. Anyone can continue to do the things they already know how to. Real growth and learning comes from the challenge of moving towards understanding. So, fret not over misspellings, the un-carried numbers, the misplayed notes, and the missed shots. These errors are not failures, but instead identifiers of where to begin moving forward.