It is like trying to fit a triangular peg into a round hole while both the hole and the peg continually change shape and size. Sound a little crazy? That is just what industry thinks about the current global "one-size-fits-all" concept of education. The perception from business, government and education leaders of 50 nations at the Bahrain 2010 Global Education Conference held last December, is that the global achievement gap between what industry expects and what education delivers is not caused by a lack of content. It is caused by a failure to provide opportunity for creativity, collaboration, context, and practical application. The antiquated assembly line model of education fails to grasp the fact that the prescribed "hole" simply is not shaped like the student "pegs" who are being pushed into it, nor does it resemble the needs of a high-tech, knowledge-based workforce. The problem stems from the fact that institutions mistakenly interpret rigor as adding more difficult coursework rather than demanding mastery of existing content at all levels. They are also mired in an archaic industrial revolution system that fails to deal with the requirements of an agile, pull-oriented, media-rich, and increasingly accessible knowledge-based economy. Productivity is less time and space dependent. Knowledge and information are commodities. Geographic and job mobility have increased. These shifting conditions leave students at all levels feeling increasingly unprepared to meet the challenges of a 21st century workplace. This article looks at concerns, best practices, and an international call to action.