The final article in this special issue summarizes how different models or approaches to the final thesis are implemented in five Nordic countries and Germany. First, an analysis is offered on the major themes featured in the preceding articles, such as the “universitisation” or academization of teacher education, the discourse on quality of teachers, and variations and tensions in relation to the aim and positioning of the potential final thesis in teacher education. How the final thesis contributes to student teachers’ professional development is then critically discussed, and implications for future practices are offered.