Evidence-based practice (EBP) refers to clinical decisions as a result of the careful integration of research evidence and student needs. Legal mandates such as No Child Left Behind require teachers to employ evidence-based practices in their classrooms, yet teachers receive little guidance regarding how to determine which practices are evidence-based and most appropriate for their individuals students. Often practices are chosen based on teachers' expertise or on the integration of research evidence and student-specific factors. For this reason it is critical that teachers learn how to access research evidence and incorporate that with student variables to make intervention decisions. A seven-step decision-making process adapted from Gillam and Gillam was used to illustrate how different intervention decisions may result from the same research evidence. This process begins by developing parameters to guide the search for research evidence (external evidence). The second step includes conducting a search and determining which studies will be further evaluated. Once relevant research is located, each study is evaluated for quality and findings are summarized (step three). In steps four and five the internal evidence (i.e., student, family, teacher, and school factors) are considered as they relate to each case. Integrating the evidence and making a decision occurs in step six, and monitoring the outcome of the decision is step seven. This process is illustrated in this article using case studies of children with autism spectrum disorder (ASD). (Contains 1 table.)