This concluding chapter synthesises the key findings from our investigation of teacher design thinking and practice. We also suggest a path forward for both practice and research. We begin by establishing how our research has validated and extended theoretical understanding of teachers as designers. We highlight the unique characteristics that distinguish teacher design work from other design professions. Drawing on evidence presented throughout the book, we demonstrate how teacher design practice combines elements common to all design fields with profession-specific attributes shaped by the distinctive nature of teaching and the school context. The chapter presents implications for practice at multiple levels, from individual teacher development to system-wide policy, and offers specific, actionable recommendations for supporting teacher design work. These recommendations address current challenges in education while building on teachers’ existing design capabilities. We conclude by identifying key areas for future research that can deepen understanding of teacher design thinking and practice and lead to more effective support for this aspect of teacher work. Throughout, we emphasise the importance of recognising and nurturing teacher design expertise as a pathway to enhancing teacher professional growth, which in turn can enhance student learning outcomes.