The previous papers of this issue discuss the views teachers from the United States, Australia, Hong Kong SAR, and Mainland China have on effective mathematics teaching and learning. Similarities and differences are found and a differentiation from West to East can be worked out in the order of the regions as listed above. The picture of teachers’ views can, however, be differentiated when they are looked at from a European perspective. On the basis of the analysis of two comparative studies on teaching cultures in three European countries and a questioning of teachers, this commentary therefore locates France, Germany, and England within this framework so that the East–West-contrast is distinguished in more detail