Demonstration of experimental control is considered a hallmark of high-quality single-case research design (SCRD). Studies that fail to demonstrate experimental control may not be published because researchers are unwilling to submit these papers for publication and journals are unlikely to publish negative results (i.e., the file drawer effect). SCRD studies comprise a large proportion of intervention research in special education. Consequently, the existing body of research, comprised mainly of studies that show experimental control, may artificially inflate efficacy of interventions. We discuss how experimental control evolved as the standard for high-quality SCRD; why, in the era of evidence-based practice, rigorous studies that fail to fully demonstrate experimental control are important to include in the body of published intervention research; the role of non-replication studies in discovering intervention boundaries; and considerations for researchers who wish to conduct and appraise studies that fail to yield full experimental control.