This chapter concludes our edited collection on “(Mis)Understandings in Multicultural Communication: Implications for Second Language Classrooms and Professional Settings.” Its main goal is to set directions for practice and research based on the theory and research presented in the 15 chapters that make up this collection. The chapters were organized in six parts: (a) Introduction, (b) Intercultural negotiations and transculturing during multicultural discussions, (c) Multilingual speakers’ identity formation, perspectives, and attitudes towards other cultures and accents, (d) Multilingual perspectives in textual communication practices, (e) Development of intercultural skills through cross-cultural interactions, and (f) Conclusion. After careful examination and reflection on key takeaways, four thematic areas for future inquiry and analysis of best practices have emerged from this collective effort. These thematic areas reflect four main multicultural communication practices that merit further investigation: (a) stancetaking, positioning, and negotiations towards shared understandings, (b) identity construction, awareness-raising of multiple perspectives, and appreciation of other cultures, accents, and worldviews, (c) reframing of meaning across languages and cultures through translation, literature, and figurative language, and (d) intercultural skills development through purposeful and guided cross-cultural pedagogical interventions. The chapter includes 100 thought-provoking questions that can guide practice, pedagogical innovations, and future research in these areas.