Although school counselors and school counselor educators have an ethical responsibility to use and to teach evidence-based practices (EBPs), recent research has illustrated a lack of EBP in counselor education scholarship. In school counselor education programs, training related to EBP may be absent due to a lack of understanding or instructor training. This article provides a model using three pedagogical approaches for integrating EBP into school counselor education programs. We review the three approaches--stand-alone courses, full program integration, and program-school-community integration--in depth and use a case study to illustrate the application of the three approaches. Implications for school counseling practice and research conclude the article.