The last major overhaul of the U.S. education system came in the late 19th-century, when the Committee of Ten called for a standardized curriculum segmented by age, ability, and subject. While this model was suitable for the needs of the industrial era, today’s world demands the ability to problem-solve, adapt to new contexts, and work in teams. This shift in skills is compounded by a startling socio-emotional skill gap fueled by the chronic stress associated with adverse childhood experiences (ACEs). I examine literature on the skills children need to develop and visit schools with transformative skill-building practices already underway. I call for a fundamental shift in the landscape of education models from the content-rooted curriculum of the 20th century to the skills-driven pedagogy necessary for the educational, economic, and personal flourishing of the 21st century.