This chapter uncovers four distinct paths that the teachers in this study have embarked on five and more years after completing an ED programme. These paths emerged from an analysis of interviews with the graduates and their colleagues and an examination of their course syllabi related to the following themes: (a) supporting student learning, (b) engaging in teaching innovation, (c) balancing various work responsibilities, and (d) responding to contextual factors that impact teachers’ willingness to teach in a student-centred and reflective way. The four paths synthesised from the data include (1) the Pragmatic Teacher Path, (2) the Enthusiastic Student-Centred Innovator Path, (3) the Dedicated Teacher Frustrated with Their Institution Path, and (4) the Converted Teacher-Centred Scholar Path, with the second path being the most prevalent. Each of these paths has been characterised, and a cameo for each is presented to illustrate a variety of routes that graduates from ED programmes take.