Evidence-based practices represent an important advance in how effective instructional practices are conceptualized and identified, which has the potential to improve the educational outcomes of children with disabilities. Because parents have unique insights and knowledge regarding their children, special educators should collaborate with parents to optimize the positive impact of evidence-based practices. In this article the authors (a) define evidence-based practices, discuss how they are identified, and present caveats to consider regarding evidence-based practices; (b) make recommendations regarding how special educators can share information and collaborate with parents regarding evidence-based practices; and (c) provide overviews of three sources of evidence-based practices for children with disabilities and note specific evidence-based practices identified by the sources. (Contains 2 tables.)