Abstract
Purpose. The purpose of this study was to identify and describe the visioning strategies used to plan a facility for twenty-first century learners. In addition, it was the purpose of this study to describe the processes used to develop the educational specifications and design of the Tracy Learning Center (TLC). Finally, the purpose was to create a model of the processes for visioning, planning, and designing a facility for twenty-first century learners. Methodology. A descriptive, qualitative research design was used. The case for this study was selected through purposive sampling. Interviews were conducted with eleven individuals who participated in the development of the Tracy Learning Center project. Additional information related to the research questions was acquired through the examination of archival data. Findings. The examination of interview and archival data indicated that there were several factors that influenced the development of the Tracy Learning Center. The visioning process used was significant to the outcome of the project, particularly as it was applied at each stage in the process. The role of leadership was also significant because the actions of the leaders during the change initiative focused on planning strategies used to align the vision to the design of the TLC. Conclusions. The study data support the following conclusions: (1) that a future-based visioning process is necessary for developing a program for twenty-first century learners; (2) that internal and external leadership has a tremendous impact on the success of a new program; and (3) that existing as a charter school allows an entity to create a program outside the current norm for public education. Recommendations. A model process for visioning, planning, and designing a facility for twenty-first century learners was developed for future use. Further research is advised related to leadership for change and innovation, charter school effectiveness, and future-based visioning in education. The additional information generated by such research would enrich the current understanding of the issues related to designing learning facilities for twenty-first century learners.