Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least restrictive environment is often considered to be the general education classroom, the responsibility to implement research-based practices frequently rests with the classroom teacher. However, during their initial teacher training and certification, many teachers may not have received formal instruction regarding the implementation of current research-based practices. Subsequently, teachers often feel detached from the very research base they are now required to utilize. One suggestion for helping to bridge the gap between research and practice is to involve teachers in the research process. There are three stages in the research process in which teachers can be meaningfully involved: (a) planning stage, (b) implementation stage, and (c) evaluation stage. Suggestions for teacher involvement during each stage, and the benefits of different types of involvement, are described. This article has two goals: first, to inspire teachers to be involved in research when opportunities arise; second, to offer practical methodological suggestions for including teachers in research. (Contains 1 table.)