In this chapter, we make a case for considering culture in research on teachers’ mathematical knowledge, and we review Chapters 7-10 with a focus on the interplay between the cultural context and mathematical knowledge for/in teaching. Our review illuminates three different, but complementary, aspects of the cultural embedding of mathematical knowledge for/in teaching. The first aspect, which is represented by the chapters of Andrews and Pepin, situates mathematical knowledge in teaching in the context of different national educational systems. The second aspect, which is represented by the chapter of Adler and Davis, situates mathematical knowledge for teaching in the context of diverse teacher education programmes. The final aspect, which is represented by the chapter of Williams, situates mathematical knowledge for teaching in the culture of a ‘knowledge economy’. We conclude by considering implications of the four chapters for teacher education research and practice.