This chapter proposes a differentiated framework for understanding teacher expertise that identifies both the most commonly reported (often shared) features of teacher expertise and those features that seem to vary more, particularly in the global South. Commonly identified features are presented as ‘generalisable’ components alongside ‘variable’ and provisional ‘Southern’ components; elements that are likely to be more commonly encountered in the South due to the frequently shared constraints, challenges and affordances resulting from lower financial investment in education and income across Southern communities. It uses the same 12 structuring categories as Chapter 9 (knowledge base, cognitive processes, beliefs, personal attributes, professionalism, interpersonal practices, languaging practices, lesson planning and preparation, balancing between structure and freedom, interaction dynamics, pedagogic strategies and assessment practices), also justifying the components included in each category briefly. It concludes by discussing a number of potential uses of the framework in teacher education, curriculum development and future expertise research.