Rounding out these exciting revelations, the book’s conclusion presses the investigation into a denouement about persistent practices, ‘catholicisms’, and pedagoguery of the most prominent sort. The chapter presents top-down adjustments of the maturing colonial state to correct accommodative aspects of early catechism. Identifying the year 1640 as a transitional moment, the chapter highlights the policies of zealous Palafox y Mendoza and critical changes resulting from a century of disease outbreaks, resource limitations, and disinvestment by regular order communities in provincial learning environment sustenance. Ironically, the increasingly suspicious regular order clergy and, eventually, the pedagogues’ replacements, secular teachers allowed for the persistence of local knowledge and the displacement of Franciscans, Dominicans, and Jesuits by secularists. The book then examines the larger meaning of place-based learning and visions of education that have extended to the present, noting a legacy of colonial education that was invented and carried forth by a dominant paradigm which needs to be better critiqued. In the end, the concept of learningscape is advanced for future studies and the book sets a call to action for reassessing other Indigenous-Colonial forms of learning through place attachment theory.