This chapter starts by detailing what we know from literature about long-term outcomes of educational development programmes. It then presents the key findings from this research, with a focus on programme graduates’ student-centred and reflective teaching practices. Drawing on interviews with programme graduates and their colleagues, as well as analysis of graduates’ course materials, the study reveals that almost all teachers exhibit student-centred and reflective practices, though the degree to which they do so varies significantly. Moreover, the chapter underscores that reflective teaching remains more challenging for programme graduates to demonstrate than student-centred learning. The chapter also identifies and describes the factors that both positively and negatively influence graduates’ ability to teach in a student-centred and reflective manner. Based on these findings, it recommends that higher education institutions set reasonable expectations for the productivity of academic teachers and ensure that learning spaces are designed to support student-centred learning.