We observe some themes and trends across the different chapters of the book with reference to the research program of David A. Watkins and to the seminal book The Chinese Learner by Watkins and Biggs (1996). We fi rst briefl y summarize some of the key methodological and theoretical elements in Watkins’ research program that calls attention to the cultural dimensions of the psychology of learners and learning processes. We refl ect on issues related to the use of the construct of “Asian learners” and note the underrepresentation of learners from some Asian countries in research. We also underscore how some research inspired by Watkins’ cross-cultural research approach in educational psychology fall short of effectively theorizing about how social and cultural processes relate to learning in schools. We observe how researchers have followed Watkins’ lead in applying both etic and emic approaches to research and extended Watkins’ approach to a wider range of psychological experiences of learners, consistent with the growing scope of research in psychology in education. In all of the above, we point to opportunities for further research and further building on the legacy of David A. Watkins.