The Learner’s Perspective Study provides a vehicle for the work of an international community of classroom researchers. The work of this community will be reported in a series of books of which this is the second. The documentation of the practices of classrooms in other countries causes us to question and revise our assumptions about our own practice and the theories on which that practice is based. International comparative and cross-cultural research has the capacity to inform practice, shape policy and develop theory at a level commensurate with regional, national or global priorities. International comparative research offers us more than insights into the novel, interesting and adaptable practices employed in other school systems. It also offers us insights into the strange, invisible, and unquestioned routines and rituals of our own school system and our own classrooms. In addition, a cross-cultural perspective on classrooms can help us identify common values and shared assumptions, encouraging the adaptation of practices from one classroom for use in a different cultural setting. As these findings become more widely available, they will be increasingly utilised in the professional development of teachers and in the development of new theory.