Over time, education has played an important role in preparing young people as future citizens, workers and community members. Leaders have emerged with knowledge of the future and skills to contribute to social, political and economic development. The major assumption underlying this role has been a knowable future. Yet as shown in the previous chapter the future is no longer stable and the same education will no longer serve young people. New and radical ways are needed for the future preparation of young people for a largely unknown future. This chapter seeks to understand education in its historical contexts examining both quality and theoretical issues that construct education in particular ways. Current issues such as large-scale assessments are examined for their potential as future information sources about the preparedness of students for future living. Central to these needed transformations is the school curriculum and its role in focusing on future needs rather than reifying the past. Transitions to new ways of thinking and acting are never easy and this chapter seeks to show how this might be done. Nevertheless, the chapter is the beginning rather than the end of an important conversation.