While current literature supports the argument that public schools must transform to develop future global-minded citizens, the degree to which schools are capable of accomplishing this feat remains sparse. This study addresses the degree to which high schools are able to truly redesign and transform in efforts to prevent themselves from becoming obsolete in a tech ubiquitous and ever-changing world. This collective case study examined the knowledge of educators ranging from school leaders to teachers in regard to the predicted global megatrends, the future 2030 workforce, game-changing technology, and the impact at three public high schools. The researcher examined how the process of change was implemented, how each school addressed challenges and barriers, and to what degree was each school able to transition to an online environment during the unexpected 2020 COVID-19 shutdown. Study design incorporated a mixed method case study approach. The information collected consisted of school leader and teacher interviews, and review of artifacts, documents and data. The study concluded that school transformation needs to start with an understanding of the future workforce and potential megatrends. Most importantly, schools must take action regardless of the challenges and barriers before them. This research was conducted during the 2020 historical game-changer, COVID-19. This disruption validated earlier research on why schools need to undergo an overhaul. The event provided a new level of understanding in terms of understanding how game-changers can impact a global economy and the need to be able to shift and adapt at a moment's notice. [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.]