Evidence-based interventions (EBIs) have proved to be an exciting, yet frustrating aspect of school psychology practice. The argument for EBIs is that educational and psychological interventions strongly supported by a consensus of peer reviewed experimental and quasi-experimental studies will result in the best possible outcomes for students. There is potential for the EBI movement to assist psychology and education in moving away from fads, myths, and continuation of disproved practices (e.g., learning styles, neuromotor programming, facilitated communication, Irlen lenses, sensory integration therapies). However, identifying which interventions are considered evidence-based and how to implement evidence-based interventions has created new sets of problems and issues. This article presents a proposed model for improving implementation and supporting teachers in evidence-based interventions.