This study aimed to investigate the effectiveness of a newly developed dynamic screening instrument, using a learning phase with standardized prompts, to assess first year secondary school students’ potential for learning. This instrument aimed to provide an alternative to the current static tests. The study sample included 55 children (mean age = 13.17 years) from different Dutch educational tracks. The dynamic screener consisted of the subtests reading, mathematics, working memory, planning, divergent thinking, and inductive reasoning. Each subtest employed a test–training–test design. Based on randomized blocking, half of the children received graduated prompt training between pre-test and post-test, while the other half did not. On some, but not all, subtests, training seemed to lead to an increase in performance. Additionally, some constructs measured through the dynamic screener were related to current school performance. This pilot study provides preliminary support for the use of such an instrument to gain more insight into children’s learning potential and instructional needs. Directions for future research are discussed.