This chapter introduces three temporalities—timing, lifespan, and age—that capture the various trajectories of SAWA adoption and translation at both the national and local levels. The multiple streams framework, theories that explain reform intensity shortly before and after a change in administration, and the externalization thesis are well-known interpretive frameworks that help explain the timing of policy borrowing. In contrast, further research is needed on why some reforms are short-lived while others are sustained and institutionalized. Policy analyses that determine the winners and losers of reform are likely to yield interesting findings on how reform is undermined, reframed, or rejected by disempowered groups, such as teachers unions. Even fewer studies exist on how a reform evolved or, phrased differently, how institutions gradually implement a reform. Arguably, historical antecedents and institutional legacies explain why local and national actors buy into global reform and how they recontextualize it once it has been selectively adopted. Such an intellectual endeavor requires a retrospective analysis of how a borrowed global reform unfolded over time and which features became institutionalized and endured twenty or thirty years later. Noticeably, comparative policy researchers in education rarely have a long time horizon in sight when chronicling reform implementation.