Evidence-based practice is among the most influential and compelling reforms in contemporary education. Despite their potential to improve the outcomes of students with disabilities, adoption and implementation of evidence-based reforms have been disappointing, with the gap between research and practice remaining wide. Practice-based evidence provides an alternative perspective on evidence grounded in the realities of classroom teaching in authentic settings, which practitioners find compelling when making instructional decisions. We propose that practitioners and other special education stakeholders (e.g., researchers) can form partnerships around practice-based evidence to leverage the implementation of evidence-based practice, and provide examples of such partnerships.