Concern about using evidence-based practices to improve outcomes is not new. The same concern, described as the need to bridge the "research to practice gap," was expressed in special education more than 40 years ago. Despite continuing efforts to use the best information available to improve outcomes, the process occurs very slowly. Collectively, the papers in this issue describe a creative way to accelerate that process by simultaneously addressing multiple needs. First, teacher educators need to teach their students effective methods "and" how to implement those methods in ways that improve academic and behavioral outcomes. Second, college and graduate students need to learn those methods and how to apply them in "real-world" settings. Third, school staff need access to technical support that is often unavailable, especially in these times of diminishing resources. Finally, students need to receive effective behavioral and academic support to maximize their potential. In an effort to contribute to this process, the authors point out nine issues that emerged from the work described in these papers. These issues include characteristics of the approach they developed, methodological practices, and common problems that can be anticipated and addressed to improve outcomes.