This chapter synthesises the findings of the case studies, offering an in-depth analysis of the pedagogical choices made by teachers when using the government endorsed MIE textbooks, designed, conceptualised and written by minority textbook writers. It, critically, examines the perceptions of teachers on the textbook, exploring how these perceptions influence their pedagogical choices. The chapter also links the emergent themes from the case studies to the existing literature, providing a deeper understanding of textbook use in the Mauritian context, as well as situating minority textbook writers’ cognition, beliefs and philosophies as another expanse of research area that demands more scrutiny.