The unpredictability of the 21st century presents a challenge for higher education institutions, requiring them to develop the capacity to navigate an increasingly unpredictable environment. This study aimed to examine how faculty, administrators, and leaders at a four-year, public, fully online university in the United States start to embed futures practices and futures thinking into their contexts. The study focused on the initial phase of Lewin's Three-Step Model of Change: Unfreezing, as well as the first three steps in Kotter's process of Leading Change. The intervention consisted of a two-month program, including a Futures Literacy Lab and a series of synchronous and asynchronous activities. The findings indicate that while the participants did not experience an immediate sense of urgency, they recognized the importance of developing futures capacity and discussed the value of futures thinking in dealing with uncertainty and building agency. The participants concluded by creating plans to support their teams in developing this capacity. The study suggests that the unfreezing step of developing futures capacity at the university has been initiated. The next steps in this longitudinal research project will focus on continuing to develop futures capacity at the university by working with the participants in this study and other university stakeholders. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]