This chapter reflects on chapters in Part III, school-based influences and efforts on teacher learning and professionalism in Singapore. The uniqueness of Singapore’s efforts relates to how it is holistic, coherent, and evolves over time with unbroken chains of policies, a strong central government, and an overall national approach. The key principles are (1) supporting teachers’ growth over time; (2) giving teachers autonomy and ownership; (3) emphasising professional learning as cyclical and continuous; (4) encouraging teacher mentorship and collaboration; and (5) preparing teachers to contextualise and understand global issues for local contexts. These principles undergird professional learning efforts with situated professional learning, networked learning communities, the Academy of Singapore Teachers, School Staff Developers, and school-based initiatives. A key takeaway relates to agency, which empowers teachers with autonomy, leadership, and local decision-making. Singapore is a small country with possibilities and challenges for professional learning. Short distances create communication advantages which enable the implementation of national policies. A concerted political agenda that places education at the core and an understanding of a need for a support system that promotes professional learning are other enablers. Yet, the system acknowledges teachers’ emotional struggles due to the complexity, messiness, and leadership required for their work.