One of the ironies of education, especially under-funded K-12 public education, is that although it is a field that significantly creates the future, the concerns of the present are so intense and so varied, that people working within these systems find themselves almost entirely in reactive mode. My work, and that of my colleagues, is focused on bringing strategic foresight into public education, giving system leaders, their staff, and their internal and external communities tools, approaches, and ways of thinking with which to engage intentionally with the future, and to build a sense of collective agency about the future. This paper is based on key learnings from over a decade of taking US school districts and their diverse communities - students, family members, staff, community partners, business partners, faith leaders and city government officials - through future visioning processes. The paper describes three approaches that have been integral to developing Futures Literacy in groups with widely divergent relationships to the future, ranging from fear or avoidance to unexamined beliefs that privilege will maintain and protect, and on to anticipatory hope for a more just, more sustainable world.