Much has been said about the research to practice gap in education. Exploring this body of knowledge is foundational to forging the pathway forward in reducing the RTP gap. A review of the literature about the research to practice gap over the last 40 years reveals that there have been few empirical studies that focus on the factors impacting upon research becoming practice in inclusive education settings. Given the large number of commentary claims and limited number of direct research based exapmles located during a Research to Practice literature (RTP) search, this review exceeded beyond the intended parameters. It was expanded as the search for empirical research to practice based knowledge continued. The review of one body of knowledge led to the review of another body of knowledge and this chapter is organised around the five bodies of knowledge that are reported to contribute to the successful implementation of research in schools. These five areas include: Research to Practice literature (RTP), Professional Development (PD), Teacher Education (TE), Comprehensive School Reform (CSR) and the Concerns Based Adoption Model (CBAM). Collectively this knowledge substantiates the need for research that responds to calls to sustain the use of research in school settings.