This article investigates the outcomes of a journal club on the evidence-based practice (EBP) skills of school-based practitioners. Participants' knowledge, attitudes, and perceptions of EBP were collected using pre- and postsurveys following 6 monthly journal club sessions. Participants identified time, availability of articles, and decreased understanding of results as barriers. On the postsurvey, participants reported improvements in comfort with evidence-based skills, including leading an EBP discussion, using evidence in documentation, and referring colleagues to appropriate evidence-based resources. Journal club sessions improved practitioners' comfort with the ability to discuss and utilize evidence-based resources.