Gaps exist between research and practice, with some researchers expressing frustration that practitioners do not use or misuse research findings, and some practitioners saying research is not relevant to their work or not easily accessible or understood. In research-practice partnerships, which have proliferated recently, researchers and practitioners work together in new ways to improve education and human services. Instead of bringing research to practice, these partnerships sustain a dynamic relationship between research and practice, drawing on practice needs to shape research agendas. In so doing, they can enhance outcomes for children and youth. This brief summarizes a longer Social Policy Report, "Research-Practice Partnerships: Building Two-Way Streets of Engagement" (Vivian Tseng, John Q. Easton, and Lauren H. Supplee). The paper discusses how partnerships challenge researchers and practitioners to work together in new ways in order to improve education and human services, and ultimately to enhance child and youth outcomes. Discussion covers various types of partnerships, strategies and conditions for success, and offers exemplar models. [For the full report, "Research-Practice Partnerships: Building Two-Way Streets of Engagement. Social Policy Report. Volume 30, Number 4," see ED581655.]