The chapters in Part 1 shed light on three key aspects of the course. Chapter 2 highlighted the philosophy and background of course design. Chapter 3 explored the rationale behind course design and its impact on teachers, drawing on data gathered from them. Chapter 4 outlined how the course was delivered and its effects on teachers. Several themes emerge from these chapters and the teachers’ data, with several implications that should be considered for future practice. These themes include (1) in-service professional learning should meet teachers’ expectations, (2) in-service professional learning should be contextually appropriate, (3) in-service professional learning courses should allow participants to practise their knowledge in an ongoing manner, (4) in-service professional learning should engender personal growth and self-esteem, (5) teacher selection for in-service professional learning should be teacher-driven, and (6) course designers need to be aware of teachers’ responsibilities outside of the course.