Change is a constant theme in our world today; so too in the world of education. While there are no certainties about our future, this thesis tries to make sense of our attempts to help students prepare for life in the 21st century. This study explores some of the global changes which are impacting on our schools and students, explores some of the literature increasing our understanding of learners, and examines some recent research on the learning process. It draws on contemporary literature and research and direct evidence from school experiences in an attempt to formulate a set of theoretical guidelines which schools might consider in their attempts to improve the quality of teaching and learning in educational settings. Contemporary research into learning has produced evidence to suggest that we should be heading towards a more independent learner model which employs social constructivist theory as its pedagogical base in order to equip students for the demands of the new millennium. This theory has a strong research base, but there are also other catalysts. Technological developments have brought the computer into the hands of individual students, which provides them with instant access to the most up-to- date information, but more importantly, empowers them as learners. At the same time research into the workings of the brain and how learning occurs and the theory of multiple intelligence are adding weight to the call for more effective teaching and learning strategies. Learning theory is examined and its implications for classroom practice, but more particularly, the implications for school structures, work organisation and the management of schools which might better accommodate such changes to classroom practice. The thesis argues that these structures need to change if we are to improve learning and therefore better prepare young people for their future.