We started our exploration of the notion of excessive teacher/faculty entitlement with the metaphor of digging. In this final chapter, we assemble the major themes that the international scholars in this book unearthed. This comprehensive review helps us take stock of where we started (came from) and to position us where we are at. It also opens up for further consideration where we are going. A plotline emerges for thinking about teacher support in ways that eschew entitled feelings and promotes a beneficial sense of self-esteem, moral value and professional responsibility that needs nurturing as new challenges in the field unfold. [For the complete volume, "Understanding Excessive Teacher and Faculty Entitlement: Digging at the Roots. Advances in Research on Teaching. Volume 38," see ED614992.]