This qualitative descriptive study explored how self-contained special education (SPED) teachers described the use and implementation of evidence-based practices (EBP) in relation to the academic growth of students with severe disabilities. The problem statement was it is not known how self-contained SPED teachers describe the use and implementation of EBP in relation to the academic growth of students with severe disabilities. The Sociocultural Theory and the Evidence-Based Practices Model were used as a theoretical foundation and conceptual model. Research question one was how do self-contained SPED teachers describe their decision-making on which EBP to implement and why? Research question two was how do self-contained SPED teachers describe the steps they go through when they need to modify existing EBP to meet the needs of each individual student? Research question three was how do self-contained SPED teachers describe how EBP influence the learning outcomes of their students? The sample was self-contained SPED teachers from public elementary (K-8) schools in the Southwestern United States. This study used a demographics questionnaire, journal prompts, and semi-structured interviews as the data sources that were evaluated using a thematic analysis, which found that there were four common themes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]