The last 20 years of federal legislation have seen a growth in the requirement that evidence-based practices be used to ensure improved student outcomes. The Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) each require educators to research, develop, and implement new practices aimed at meeting this expectation. The Every Student Succeeds Act, which replaced NCLB in 2015, further emphasizes the requirement to use evidence-based practices and the urgency of this issue. While there is ample research identifying evidence-based practices, these strategies are not making their way into classrooms. This qualitative study examines the research-to-practice gap and strategies to overcome this transference failure. Using multimedia slidecasts and video-analysis, twelve teachers provided detailed reflections and descriptions of their experience. The results of this study support the use of video as a superior tool to memory for self-reflection, the use of multimedia slidecasts as a tool to transfer evidence-based practices, and the Levels of Learning Theory to describe novice teacher development.