A visit to any classroom at the Western Pennsylvania School for the Deaf (WPSD) or The Scranton School for Deaf and Hard of Hearing Children reveals a host of amazing things--all at the same time. Visitors see dedicated and passionate teachers presenting engaging and relevant material. They see an all-inclusive communication environment, where American Sign Language (ASL) may be as prevalent as spoken English or sign-supported English. They see Smartboards, textbooks, document cameras, laptop computers, papers, pencils, and just about any other tool being used by content, comfortable, and smiling children eager to soak up the lessons of the day. It is no accident that these classrooms include all of these things. They are in place to fulfill the goal of preparing each deaf and hard of hearing student for all aspects of life through a continuum of high-quality, individualized education and extracurricular programs. The challenge facing many institutions devoted to educating deaf and hard of hearing children is just exactly how to remain committed to research-based decisions while continuing with the everyday duties of teaching and remaining in compliance with the seemingly endless amount of state and national mandates. Yet as challenging as it may be, the experiences of WPSD and The Scranton School have clearly affirmed that research is an extremely vital tool and needs to be incorporated into the daily activities, approaches, and decision making used in any school for deaf and hard of hearing children. (Contains 2 resources.)