The promotion of evidence-based practice (EBP) has become a dominant discussion in mental health and education, and in school mental health, which reflects attempts to integrate these (and other) systems. Research in this area is advancing, and there are increasing examples of school-based programs built on scientific findings of effectiveness. The work remains in the very early stages, and there is a tendency to view the challenge simplistically. In their article, Mattias Elias et al. (2003) forcefully articulated the full array of challenges that will be confronted in moving toward EBP in schools, with the most significant challenges being at the paradigmatic level. In this commentary, the author expands on two of the Elias et al. article's prominent themes. These themes include: (1) Bridging the vision-reality gap between implementation of social and emotional learning programs in schools and the reality of the school setting; and (2) Promoting paradigmitic change. (Contains 1 table.)