The article "Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools" by Elias, Zins, Graczyk, and Weissberg (2003) is a thought-provoking contribution, and one that begs for more application. Some of the points the authors raise have been articulated in the school and clinical evidence-based intervention (EBI) literature and, although these issues may deserve repeating, it is time to move to an action agenda to advance research and practice in this area. In fact, the Task Force on Evidence-Based Interventions in School Psychology (2003) has a committee specifically focused on the Research-to-Practice agenda and the Division 53 of American Psychological Association (APA) has a Task Force devoted to this topic, both of which are addressing scaling up and adoption of innovation issues in school and community settings. Within this context, the authors provide a good look at the big picture and some ideas that can guide implementation of social-emotional interventions in schools. In this commentary, the authors aim to reinforce and extend some of the key points made by Elias and his colleagues. The authors' thoughts are organized into two main sections: (1) reflections and reactions, and (2) needed research and research methods. (Contains 1 table.)