The experience of engaging with the knowledge and views of others is arguably as important as the actual knowledge with which one engages. Engagement is shaped by social and organizational norms, past experiences, personal preferences, and other factors. These authors each select a particular mixture of knowledge-engaging experiences (such as reading, participating in seminars, and browsing the Web) based on the effectiveness and satisfaction they presently provide. But the mixture they select, while personally comfortable, may well be inappropriate, less effective, or worse, by 2010. In this article, the authors assess current obstacles to transforming the knowledge experience, discuss necessary preconditions for such transformation, and highlight significant developments that herald a whole new environment for educators and professionals in the future. (Contains 1 table and 1 figure.)