The science-to-service problem continues to taunt the field of education (Fixsen, Blasé, Naoom, & Wallace, 2009). As an academic discipline, the field requires knowledge generation that adds to or deepens theoretical understandings. As a profession, knowledge generation that solves local problems and supports continuous improvement is necessary. Using design-based research (DBR) provides a means of serving theoretical and practical needs in education, addressing the complexity of education by informing immediate practice while simultaneously contributing to theoretical understandings in the field of education. Using Stokes' (1977) model of scientific research and knowledge generation, we situate DBR within Pasteur's quadrant, describe how to increase its use, and recommend a new means for dissemination.