This study intends to draw people’s attention to the importance of the school as a scenario and active part of the training and socialization process in public schools. It proposes a set of competencies that school principals should develop, not only to fulfill the functions assigned to them by the law as custodians of the schools’ tangible goods and environment, but to claim them in their capacity to affect learning. At the same time, it encourages them to help promote the idea of intelligent organizations, in which staff can work in team, think as a system, and seek for a collective identity of their organization. Finally, we attempt a viable imaginative approach to new types of school environments that favor learning.