To seek out and find teachers who perform at a high level to meet the demands of education today, educational leaders need to possess the abilities, or a system, to identify those individuals with the natural ability to become leaders in the classroom, facilitate the learning process, and succeed in moving the practice of education into new territories not yet experienced and discovered. Learning agility has been shown to be a good indicator of high potential, high performance, and long-term success. The researcher developed a theoretical framework to show the application of learning agility in the practice of education. This study included a detailed literature review consisting of past and present research to support the theoretical framework. To measure learning agility, a learning agility self-assessment was administered to the pre-service teachers prior to their teaching internship, as a control for the experience of the internship. The self-assessment measured each pre-service teacher's people agility, mental agility, change agility, and results agility. The pre-service teacher's performance was measured at the end of their internship by an end-of-placement form completed by their mentor teacher. Descriptive statistical analyses were conducted to show the frequencies and distributions of the participant's age and gender; people agility, mental agility, change agility, and results agility; along with a total teaching performance score. The total teaching performance score was calculated by adding the scores of the 14 teaching practices measured on the end-of-placement form. Regression analyses were used to determine the magnitude pre-service teachers' learning agility scores had on their teaching performance, as well as, the effects of the pre-service teacher's age and gender. The results of this study yielded a statistically significant correlation between pre-service teacher's people agility scores and their teaching performance, as well as significance between mental agility scores and pre-service teacher performance. The statistical analysis also revealed learning agility as a statistically significant predictor of pre-service teacher performance. The study concluded with a discussion on how to grow the learning agility of individuals, moving them from effectiveness to greatness, which in turn grows the learning agility of an organization to seek out new learning opportunities, make sense of complex situations, internalize learning experiences to grow self-awareness, connect with others, apply learning to analyze data, and perform in future first-time situations. Further research topics and ideas were also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]