This chapter focuses on how tertiary education can effectively support the development of capacities for wisdom in practice at both the commencement of individuals’ working lives and for their continuing development across them. In making its case, this chapter draws on 42 recent interviews with working age adults acknowledged as being highly effective in the occupational practice (i.e. wise workers) to gain insights into how these capacities might be developed through tertiary education provisions in both the shorter and longer term. Furthermore, insight into what constitutes wisdom in practice—derived from other chapters and accounts of how this capacity develops—provides bases for examining how tertiary education experiences might be most effectively oriented and enacted toward achieving this outcome. An analysis of the interview data offers evidence and support for making deductions about these outcomes. The assumption here is—based on the findings presented in previous chapters—that such qualities are unlikely to be fully developed within the confines and duration of initial tertiary education programs. Their development requires prolonged engagement and participation in decision-making within the specific field of practice and in social environments where these capacities are enacted. However, importantly, tertiary education programs can provide starting points from which higher education students and graduates might progress. Moreover, beyond the development of capacities at the commencement of working life, there is prospect here for informing about how tertiary education provisions might assist the continuing professional development of individuals with extensive working life experience. Programs for such individuals can be framed by the requirements of what has been found to constitute wisdom in practice and how it has been developed according to the experience of the 42 informants and former research about pedagogies for developing wisdom.