In this article, we discuss the history behind efforts to transfer school psychology research into practice and review the literature pertaining to treatment acceptability, participatory action research, organizational change, and generalization programming. We then present a model for the systematic programming of this transfer and propose a three-step framework that emphasizes multiple conceptual bases to transfer research into practice. This three-step framework includes creating usable knowledge, transferring usable knowledge, and supporting usable knowledge. It is our intention that the proposed framework will provide a starting point that can be informed by researchers and practitioners in the field of school psychology. We conclude with examples of our research efforts to systematically study the transfer of research into practice. (Contains 1 table and 1 figure.)