The article will analyze the major opportunities as well as the difficulties in providing and applying research- and evidence-based knowledge in the Finnish educational system. It asks what purposes evidence is required for and who provides that evidence. The chapter introduces the Finnish enhancement-led evaluation policy and its main principles relating to evidence production. In the Finnish system, evidence is a broad concept covering national and international evaluations, researcher contributions, and the practitioner's capacity to create evidence. In the Finnish educational system, evidence comes from different sources and is also discussed with different partners. Creating evidence is not a unidirectional process. It is a joint process where researchers, policy-makers, and practitioners work together in a complementary fashion. However, there are several challenges. Some difficulties arise from the disconnection between decision-makers at policy level. It is also very demanding to generate evidence for the whole educational ecosystem that has equity and lifelong learning as its main objectives. The third issue to overcome is how to disseminate and communicate evidence to different users. [For the complete volume, "Evidence and Public Good in Educational Policy, Research and Practice. Educational Governance Research. Volume 6," see ED613293.]