The presentation aims to develop theory-driven possibilities of construction and design principles for the reframe that apply across Futures Literacy Laboratories (FLL). From a didactic perspective, the reframe within FLL is the linchpin for building Futures Literacy (FL) as the capability to imagine multiple futures: The reframe is intended to invite FLL participants to overcome their anticipatory routines and expand their imagination by confronting an unfamiliar image of the future that is deemed neither probable nor desirable. Despite the central role of the reframe in acquiring FL, a systematic approach to its practical generation has been lacking hitherto. The aim of this presentation is therefore to critically address this research gap and to attempt to identify generally applicable rules for creating the reframe. To this end, transformative learning theory and counterfactual history, two complementary bodies of theory that have proven relevant for a deeper understanding of the reframe within FLL, are interrogated: Transformative learning theory grounds the ongoing, sometimes unsettling processes that participants undergo in FLL. In contrast, counterfactual history provides springboards for the concrete construction of fictive thought experiments beyond prevailing consensuses in imagining the future. With the help of the examined theories, an ideal-typical order scheme can be elaborated that offers the FLL facilitator a step-by-step guide for the generation of the reframe, while at the same time ensuring an explicit participant orientation and translating Riel Miller’s presuppositional requirement of a non-deterministic way of using the future.