With climate change, a pandemic, the pervasiveness of technologies in society, and many other challenges, the question of how we prepare for unknown futures is urgent. To help address this, developing Futures Literacy has become a crucial competency in the 21st century. This article introduces art and film educators to Futures Literacy and makes a case for expanding it within the pedagogical context of the high school media arts classroom. I explore the potential role that teaching filmmaking to high school students could have in helping them to become more futures literate. In this article, I first introduce Futures Literacy. Then, I discuss three components of cinematography—narrative, imagination, and collectivity—that can contribute to a pedagogy of futures filmmaking.