This chapter reiterates the importance of strengthening teacher self-efficacy for DI. Various constructivist dilemmas affect how teachers implement DI in their classrooms. However, these may be overcome if schools work to support teacher self-efficacy and reduce the effects of the challenges and dilemmas. There is an urgent need to fortify and nurture teachers’ self-efficacy for DI. Future work should ascertain the applicability, across diverse educational settings, of the framework presented here for strengthening teacher self-efficacy for DI. This chapter serves to inform researchers and academics of the contributions of the research presented in previous chapters.