This chapter recapitulates the relevance of time as an analytical category for understanding policy transfer processes and outcomes. The concluding chapter describes the seven temporalities, visualizes them, and illustrates, in an exemplary manner, the research questions asked, and the insights gained from closely examining the temporal dimension. It also illustrates the diversity of interpretive frameworks necessary to capture the phenomenon of traveling reforms: sociological systems theory emphasizes context, system logic, and sense-making; neo-institutionalist theory traces global terms over an extended period; historical institutionalism illuminates path dependency and “layered legacies” (Wimmer, 2023) that affect the reception and translation of global reforms, while critical theories address the politics and economics of policy borrowing. Unlike the health sector, frequently enlisted as a comparator case, the education sector is characterized by a democratization of expertise. Public opinion matters greatly as school reforms are highly politicized. Compared to adjacent fields (public policy studies, political science, international relations), considerations of the temporal dimension are semi-orphaned in policy transfer research in education. The author notes that the number seven is meant in a biblical sense; that is, more temporalities emerge once we cease assuming that time is linear, continuous, chronological, and devoid of political maneuvering.