This article examines educational psychologists' (EPs') engagement with evidence-based practice (EBP). In particular it considers the limitations of randomised controlled trials and the difficulties of obtaining sufficient evidence about the effectiveness of interventions. This means that there is a possibility that EPs continue to use psychological theories that have little or no evidence to support their use. The article then examines the implications of the paradigm shift from the EP as scientist to that of artist and the corresponding shift from EBP to practice-based evidence. The rationale for developing expertise through practitioner research rather than simply relying on experience is explored. Relying on experience becomes particularly difficult if the EP becomes attached cognitively, and emotionally, to particular perspectives and weaves, thread by thread, unfounded theories into their professional practice. Understanding how this tapestry is woven and how one clutches emotionally to it when one is stressed and challenged has fundamental implications for the general understanding and confidence of the public in the profession. (Contains 1 note.)