Evidence-based practice (EBP), and the use of practice-based evidence (PBE) are in a complementary relationship. The value of using PBE is that the evidence gathered through clinical practice can be applicable to the appropriate population. PBE provides information about the clinical usefulness of a specific technique. When data are collected from community settings with diverse populations, that data is reflective of that diverse culture. Thus, PBE has more breadth than the evidence from EBP because PBE is derived from naturalistic settings where observable clinical information can then be available to school psychologists. EBP and the use of PBE can be seen as a circular continuum of clinical perspectives to explain behaviors and guide decisions. EBP adopts a top-down approach and draws from the rigorous scientific methodology to inform practice. The use of PBE adopts a bottom-up approach and gathers data from everyday, natural settings to inform the usefulness of practice and potentially guide future research. This article sets forward the idea that school psychologists should consider the interplay between EBP and PBE as an approach that can be useful in their daily practice. Integrating the dual roles of scientist and practitioner can be useful for school psychologists as they utilize the most current research in guiding their practice.