In many (though far from all) parts of the globe, pre-service teaching programs stress learner-centred methodologies. Ministries of Education have modified instruction, curricula and assessments to address the various learning styles of their nation’s students. Teachers have refashioned themselves from micromanagers to facilitators of student learning, guiding students toward higher-order thinking. The pervasive global professional sentiment is one of sensitivity and accommodation toward all students’ intellectual, affective and developmental needs. This may not be fully realized in practice, but it is at least an ethos. It may not be universal, but it is prevalent. Even in the poorest countries, ministries of education “talk the talk” that learning must be “student” or “child” centred, even if they do not yet “walk the walk.”