Preceding chapters have discussed shifting priorities in education and training that are the consequences of historical change. These conditions lead us to the conclusion that a ‘worker’ in the emerging ‘Knowledge-based Economy’ will require a different education and schooling system to that whish is generally available. We made these assertions based on literature that argues much present day schooling and teaching reflects the features of a industrial society (64). In this chapter we explore the profile of preparing a learning manager form a theoretical standpoint. This chapter deals with four inter-related concepts fundamental to teacher education in a knowledge and creative economy: ‘capability’, ‘workplace readiness’, ‘futures orientation’ and ‘partnership’. Our central tenet is that graduate learning managers must be prepared for two corresponding circumstances. First, schools operate according to long held traditions, rituals and routines into which new staff fit. This set of circumstances we term ‘workplace readiness’. Second, as the socio-economic profile of the world is changing, graduates must be prepared to play a part in creating an alternate teaching/learning paradigm; one that is appropriate to a circumstance characterised by an emerging knowledge and creativity based economy. This capability we refer to as a ‘futures orientation’. Having made comments about the exit capabilities of learning managers, we also outline the ‘mechanism’ through which such capabilities are developed in the BLM program. This mechanism is embodied in the theoretical construct of ‘partnership’ with the teaching industry.