Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family. Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how the identification of evidence-based practices has affected the field of education (and, specifically, special education), and strategies for implementing evidence-based practices (Buysse & Wesley, 2006; Buysse et al., 2006). The next logical step is in addressing how practitioners might make decisions about how to select evidence-based practices that match strengths and needs as well as contexts for children. This article uses a series of vignettes to illustrate an ideal arrangement, in which enthusiasm about success and discussion on ways to address challenges can be shared between home and school. A decision-making framework is then used to further support professionals to be family-centered by focusing on the unique strengths and goals of the family, to support capacity-building by guiding the family through the decision-making process and the ways in which educators match skills to interventions, implement, and consider outcomes, and to use a collaborative approach throughout.