Increasingly, teachers--but also parents and politicians--voice dissatisfaction with the divide they experience between research and practice and the resulting minimal impact of teacher education (Ashton, 1996; Barone, Berliner, Blanchard, Casanova, & McGowan, 1996). The problem seems to be perennial. More than a century ago, John Dewey pointed out a gap between theory and practice in education (Dewey, 1904), and he discussed possible approaches to bridging this gap (see also Shulman, 1998). During the 20th century, the focus was often on the question of how practice can be better linked to valuable research outcomes. To date, attention is more focused on how research outcomes can be better linked to practice. Probably, this has to do with the fact that all the attempts at enhancing the dissemination of research results have not led to a clear, successful, and generally accepted approach to bridging the research-practice divide and that, despite all these attempts, the gap between research and practice seems to have increased rather than diminished during the second part of the 20th century. In this article, the author discusses a few issues emerging from the six articles in this issue that put forward interesting and important perspectives on the gap between research and practice. Next, he proceeds to the question of what can be learned regarding the possibilities for bridging this gap.