For decades, researchers have studied student achievement gaps in many countries. This article posits that a similar learning gap may be occurring among the organizations we call school systems--a potential gap between school systems that have maintained the status quo and those that have been working to innovate and improve. The case study indicates how an affluent public school system in the USA, by maintaining the status quo, may not have developed the organizational capacity necessary to respond flexibly to 21st-century changes or close the gap with school systems that have been experimenting with organizational learning. (Contains 1 table and 3 notes.)