This chapter reflects on chapters in Part I, the social-cultural and historical influences that shape teacher learning and professionalism in Singapore. Singapore’s efforts are guided by an understanding that teacher professionalism is essential to teacher quality. Cultivating teachers as transformative professionals is an evolving, continuous process, supported by structures, policies, and communities. Dichotomous simultaneity enables multi-pronged efforts and a state of balance and mutuality. There is systemic, deliberate, and persistent planning towards professional learning. Continuity, alignment, and gradual redefinition of teacher professionalism from centrally driven to profession-driven are strengths in Singapore’s efforts. Learning from global experiences is a time-honoured strategy. However, translation requires sensitivity towards local context. The size of Singapore’s city-state is an enabler and contextual factor. Other enablers include Singapore’s belief in teachers as foundational to the educational system. Efforts are made to signify the importance of their professional learning and involvement in decision-making. Strong partnerships enable synergies and coherence towards the growth and empowerment of teachers. The work of teachers and professional learning acknowledges the importance of prioritising and understanding students. Key lessons gleaned include a differentiated and long-term view of professional learning, a community to support teachers to learn together, and creating a trusting environment.