The vision of a “learning person” is at the heart of overcoming challenges in connection with the digitalization of the world of work, climate change, and social justice. In this context, schools play a central role as a place of teaching and learning. One aspect in particular is necessary to ensure that schools are able to meet the demands of their time: the willingness to engage in ongoing school development. Based on findings from various research disciplines, in particular learning research, sociology, and psychology, as well as an ongoing analysis of best practice examples over many years, the author of this chapter presents principles, forms of work, and methods for a twenty-first century school that provide fertile ground for “learning people.” Those are closely linked to the acquisition of skills that make a significant contribution to increasing sustainability and well-being for people, society, and our planet.