In 1991, the Peacock Hill Working Group provided the field of emotional and behavioral disorders (EBD) a roadmap for improving the quality of services provided to students with EBD. The working group considered issues at every level of the educational system, from the classroom to federal policy. Although many strides have been made in the past 20 years regarding the education and treatment of students with EBD, the gap has persisted between empirically validated practices and the classroom routines of teachers serving students from this population. In the authors' view, the field of EBD would benefit greatly from conceptual and empirical developments to improve the mechanisms required to bring science to the classroom. Using the theoretical underpinnings of implementation science, the authors describe a transactional model for integrating research, policy, and practice to close the research-to-practice gap. Recommendations for researchers, policy makers, and practitioners are provided. (Contains 1 table and 1 figure.)