Those of you familiar with research investigating probabilistic thinking in the field of mathematics education, might, at this point in the book, be expecting a "wish list" for future research, which has become customary (e.g., Kapadia and Borovcnik 1991; Jones et al. 2007; Shaughnessy 1992); however, we will not be adding to the list of wish lists. Instead, we have decided to, in this commentary, highlight some of the overarching themes that have emerged from the significant amount of research housed in this volume. Themes emerging from each of the four main perspectives—Mathematics and Philosophy, Psychology, Stochastics and Mathematics Education—are now commented on in turn.