This concluding chapter synthesises the key themes and insights developed across the book to reflect on the implications of generative artificial intelligence (GenAI) for Teaching English to Speakers of Other Languages (TESOL) and to outline priorities for future research, policy, and practice. Adopting an integrative and reflective stance, it draws together theoretical perspectives, empirical findings, and TESOL educators’ accounts to examine how GenAI is reshaping language pedagogy, assessment practices, ethical responsibilities, and professional identity. The chapter revisits the progression from earlier forms of technology-enhanced language learning to contemporary GenAI-mediated practices, highlighting both pedagogical opportunities and persistent tensions related to bias, data privacy, academic integrity, over-reliance, and equity of access. Rather than advancing a single prescriptive framework, the chapter foregrounds the importance of teacher agency, critical AI literacy, and context-sensitive decision-making in mediating GenAI use. It also reflects on the epistemological challenges GenAI poses for TESOL, particularly in relation to authorship, assessment, and what it means to demonstrate language competence. The chapter concludes by identifying research and policy directions necessary to support ethical, inclusive, and pedagogically grounded GenAI integration in TESOL.