It is critical teachers adhere to federal policies regarding evidence-based practices. Quickly identifying and effectively using evidence-based programs and practices is particularly important for special educators, because students in special education often already have academic or behavioral deficits. Using evidence-based practices with fidelity and ongoing progress monitoring gives students with disabilities the best chance at achieving their goals. The ABCs presented in this article give teachers a few ways to gain confidence in their selection and delivery of effective instruction for students with disabilities. (Contains 4 figures and 2 tables.)