Learning and leading happen everywhere, and technology unlocks access to information. For teachers, becoming proficient with digital tools is not enough. With the exponential rate of innovation, and the creation of websites, apps, and devices, roles are changing. The person whose disposition is to be curious, confident, and eager to try something new, explore, engage, and try again learns what is needed to teach and lead regardless of age or position. This article asks the following questions: (1) What are the implications for the classroom; (2) How do educators cultivate and grow this new type of learner; and (3) How do educators become this type of learner? As educators who support and develop the global and digital literacy of teachers and leaders in Michigan, Kristine Gullen and Tovah Sheldon see a spectrum of responses, from confidence to curiosity to defensiveness and even nostalgic reflections. Taking a first step to re-create this new synergetic structure of learning, they invited a series of student groups in Spring 2013 to provide insights and recommendations into the redesign of learning, projects, and instruction. Students were asked three questions: (1) How do you learn what is important to you; (2) When you think of the most engaging classwork and projects you have completed this year, what did you do; and (3) If you could design or reimagine a class, how would you integrate technology? Answers to those questions and solutions are shared.