The visionary approach to education, as deployed by URDT and ARU, has three key learning outcomes: Mastery of the principles of the creative process. Creating one's way of life with a creative orientation, where the individual is consistently in touch with their aspirations, values, vision, current reality, and structural tensions. And recognizing the choices that must be made (primary and secondary) in support of one's vision. This leads to what we call visionary leadership. Mastery of systems thinking. By examining the interrelationship between primary and secondary choices, a larger picture emerges: interfaces develop, and once the individual or community appreciates the interconnectedness and how each element influences and is influenced by others, this is what is known as ‘systems thinking’. It results in an integrated development program. Mastery of sustainable development. Given that there are many primary and secondary choices leading to the attainment of the aspiration, the question ‘what next’ leads to formulating a new vision, and the same cycle of structural tension is developed, actions evolve, and this leads to sustainable development. It is one thing to have a vision and another thing to put food on the table. Training in relevant skills (personal mastery) follows as people acquire new knowledge and develop different relationships with themselves, others, and tasks at hand. Once all these are mastered, community learning takes place and sustainable change happens:the secret of rural transformation.