In this paper, we present a synthesis of the most valuable lessons learned from five OSEP-funded, directed-research projects as a contribution to the collective understanding of the field of special education about how to influence the educational practices of teachers through research and, ultimately, impact student outcomes. We also discuss the implications of the lessons for improving the quality of professional development for teachers.In 1995, the U.S. Department of Education, Office of Special Education Programs, funded five directed-research projects focused on bridging the gap between research and practice in special education. The priority called for &dquo;research projects that examined a model for using research knowledge to improve education practice and outcomes for children with disabilities.&dquo; In addition to conducting multi-year research, each project was charged with developing a &dquo;blueprint&dquo; to highlight lessons learned and define specific strategies for others to implement. This paper represents a synthesis of the projects' &dquo;blueprints&dquo; in order to draw attention to the most valuable lessons learned from these projects, as well as contribute to our understanding of what it takes to influence the educational practices of teachers through research and, ultimately, impact student outcomes. We also discuss the implications of the lessons for enhancing the quality of ongoing professional development for teachers.