The purpose of this study was to identify evidence-based practices (EBPs) for teachers of students with disabilities. A review of 13 trustworthy websites yielded 61 EBPs relevant, as determined by this author, to teachers of students with disabilities. The EBPs were organized into six categories: schoolwide framework, literacy instruction, math instruction, assessment, behavior and social skills instruction, and transition. EBPs were organized, within each category, by student(s), age, and need. This was followed by the EBP's critical elements, the website that provided the research, and brief implementation details.