Factors such as the standards-based education movement, mandated participation in statewide testing, and inclusion have forced an increased focus on improving outcomes for students with disabilities. There are many determinants of postschool success for students with disabilities; however, teachers primarily have control over only one, teaching practices and programs. As a result, it is important that teachers choose and implement practices that have proven successful for secondary students with disabilities. This article guides teachers through the process of navigating the evidence-based practice maze to identify evidence-based practices and programs for secondary students with disabilities. Particularly, it addresses the need to (a) follow a research-based framework (i.e., Kohler’s Taxonomy), (b) use practices with the best available research evidence to support effectiveness, and (c) use data-based decision making to guide use of evidence-based practices.