This essay discusses the utilization of safeguard strategies, particularly Improvement Science principles, in the academic and professional writing of scholar-practitioners within EdD programs. These strategies bridge the gap between theory and practice, enabling graduate students to apply their scholarly insights meaningfully. The essay highlights the roles of bias, professional wisdom, positionality, and reflexivity in inquiry, empowering scholar-practitioners to develop authentic solutions to the problems of practice they encounter. Drawing on the recommendations of Perry and colleagues (2020), the essay emphasizes rigorous data collection, explicit theoretical frameworks, evidence of impact on practice, and transparent mitigation of biases. Strategies such as positionality and reflexivity statements, adoption of Improvement Science as a conceptual framework, critical questions as safeguards, and engagement with critical friend groups (CFG) enhance the integrity and rigor of scholar-practitioners' inquiries. By implementing these measures, scholar-practitioners foster a robust examination of problems of practice and contribute to the advancement of knowledge.