To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks--the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.