The next decades offer the possiblity of substantive changes in our perceptions of learning. The potential changes would affect all levels of learning, from early childhood to adulthood. As a result, teacher education programs must consider coming transitions. For such transitions to occur, educators should first examine the potential alternative futures by considering such areas as energy, population, ecology, technology, oceans, space, and lifestyles. Second, the implications for education of these potential global conditions need analysis. Third, educators must determine whether the global dilemmas and their educational implications have significance for practical now-oriented programs within current budgets and political realities. There is mounting evidence to support the notion that current education systems are obsolete. Education must develop new kinds of institutions which would incorporate current and potential global conditions into the curriculum. Such approaches as the proposed Minnesota Experimental City, a living/learning environment, provide one option. Other approaches, such as the school-within-a-school method, would require very little in terms of money or organizational effort, but could provide the impetus for continuing and greater transformations of the educational system to better prepare students for the future world in which they will live. (Author/RLV)