The author provides some scaffolding for thinking about emerging and unintended integrative developments in clinical theory in a post-pluralistic psychoanalytic world. The emergent theory to which the author refers, works at a different level of theoretical discourse than explicit attempts at comparative translation of psychoanalytic concepts or theories. In contrast, most of the theory that is explored in this paper involves clinical discourse aimed at solving important common clinical problems. The work of a group of authors (Jay Greenberg; John Steiner; Anton Kris; Michael Feldman; and Charles Spezzano) is described as simultaneously embedded within a particular orientation while demonstrating a kind of unwitting reach to a broad swath of analysts. Distinctions between this kind of linking of clinical theory versus clinical meta-theory are explored. The educational implications for learning and teaching in a post-pluralistic psychoanalytic world are discussed.