The central idea of evidence-based education--that education policy and practice ought to be fashioned based on what is known from rigorous research--offers a compelling way to approach reform efforts. Recent federal trends reflect a growing enthusiasm for such change. Most visibly, the 2002 No Child Left Behind Act requires that "scientifically based [education] research" drive the use of federal education funds at the state and local levels. This emphasis is also reflected in a number of government and non-government initiatives across the country. As consensus builds around the goals of evidence-based education, consideration of what it will take to make it a reality becomes the crucial next step. This report summarizes common issues and ideas that emerged from the presentations and discussion during the workshop. These issues included why researchers use randomized field trials, when such a design is appropriate for answering questions about education, and how to implement this kind of research in an educational setting. In discussing these issues, workshop speakers identified challenges to successfully carrying out randomized field trials in schools and described strategies for addressing those challenges. Although investigators conducting any type of research in schools would encounter many of these challenges, some are unique to this research design. The aim of the workshop and this report is to help investigators, funders, and educators involved in the next generation of randomized field trials in education to avoid common pitfalls and to carry out best practices. Appended are: (1) Workshop Agenda; and (2) Biographical Sketches of Committee Members and Workshop Speakers.