This chapter compares the findings of the author’s teacher expertise case study, conducted in India, with those of prior teacher expertise studies to establish the extent to which ‘family resemblances’ exist within this wider, ‘fuzzy’ grouping of teachers identified as experts in varied contexts around the world. It does this for twelve categories: knowledge base, cognitive processes, beliefs, personal attributes, professionalism, interpersonal practices, languaging practices, lesson planning and preparation, structure and freedom, interaction dynamics, pedagogic strategies and assessment practices, each with extensive reference to the wider literature on teacher expertise. The chapter concludes by offering an analysis of the extent to which the practices of the eight expert teachers involved in my study are, or are not, consistent with conceptions and models of learner-centred education (LCE) as often promoted in the international development literature. It finds both similarities and differences to LCE, the former becoming particularly evident when their practices are compared with those of their peers, yet it would be an oversimplification to interpret their practices solely using this construct.