Researchers, practitioners, as well as policy makers have shown increasing concern with persistent gaps between the generation and use of scientific knowledge in educational and therapeutic practices. This article includes an analysis of this issue with a specific focus on childhood language disorders. Two science-practice linkage models are presented with discussion of the applicability of each to improvements in practice. Strategies for integrating research within everyday practices are considered, including case examples that illustrate the formation, processes, and outcomes of partnerships between university-based researchers and practicing speech-language pathologists.