This chapter concludes the study by reconsidering the necessary adjustments, re-conceptualizations, and workarounds that guided the transformation of an actor-network theory approach to become applicable for history of education research. It revisits the key elements of the methodological approach and reflects upon its usefulness for history of education research by weighing the potentials, possible extensions, and difficulties. This section also reflects on how the chosen methodology impacted the analytical procedure as well as the findings of the study by discussing how the selected perspective provided an entry point into the black box of the age-graded classroom. In addition, this chapter considers how educational historiography impacts and alters the actor-network approach and how it contributes to the development of further perspectives on assemblies related to education.