In this chapter, the authors synthesise the key findings from the book by outlining how ACU and CHU reflect the broader challenges and opportunities in the preparedness of pre-service teachers in educational contexts in South Africa. At the cornerstone of this discussion is the need to reframe teacher altruism as a shared, agentic engagement between teachers and learners. In addition, there is a need to advance a model of shared responsibility that includes communities in the co-designing of the ITE curriculum. The authors critique the persistent disconnect between theory and practice, arguing for praxis-oriented curricula that are contextually relevant and inclusive. Furthermore, there is a significant emphasis placed on language in education, particularly the marginalisation of African home languages and Indigenous Knowledge Systems, and the critical need for ideological shifts beyond policy compliance. The authors critically scrutinise the tokenistic community involvement, teacher motivation and the systemic undervaluing of the teaching profession in South Africa. There is a further need to disrupt gender imbalances in Foundation Phase teaching and the feminisation of the teaching profession, which the authors claim is symptomatic of the deeper societal norms. Ultimately, the authors advocate for a transformation of ITE that places pre-service teachers’ voices at the centre of learning by fostering collaborative partnerships among universities, communities and schools. ITE is positioned as a critical site for transforming the socio-political inequities in South Africa and for preparing teachers not merely as knowledge providers but as transformative agents of change in navigating and reshaping the complexities of South Africa’s education landscape.