Professionals who provide health and related supports and services to children with disabilities in educational programs and community settings must practice in an evidence-based manner to ensure children and families receive the highest quality care. Vermont's Interdisciplinary Journal Club provides a successful approach to supporting professional development of rural professionals through a variety of knowledge translation activities, including: (a) building relationships and communities integral to the sharing and application of current knowledge; (b) overcoming barriers of time, distance and various levels of research skill; and (c) collaboratively identifying topics of interest and discussion that include skilled interpretation of research and experiential knowledge of stakeholders. This article describes the structure, processes and evaluation strategies of the Journal Club. Challenges identified over three years of implementation and related solutions may be helpful for groups who are interested in initiating a similar knowledge translation activity for rural interdisciplinary professionals on a regional or statewide level. (Contains 1 figure and 3 tables.)