Research on education for youth served in the juvenile justice (JJ) system is limited. Yet in order to ensure equity for these students, JJ teacher knowledge and use of evidence-based practices (EBPs) must be understood. This study aimed to understand JJ teacher knowledge and use of EBPs within JJ classrooms. Based on 157 JJ teachers' responses to a survey that was sent to an email database of JJ facility administrators and disseminated on social media, this study examined JJ teachers' familiarity with 15 different EBPs, the implementation frequency of these practices, and whether teacher licensure type, experience, or education level impacts these measures (familiarity and implementation practices). The authors found that a range of 77.7% to 86.6% of teachers reported they were familiar with each of the 15 EBPs included in the survey. There were no significant group differences between JJ special education and JJ general education teachers' self-reported overall use of academic or behavior management EBPs. There were differences between specific EBPs included in the survey. The findings suggest that there is no difference between JJ special education teachers' and JJ general education teachers' overall use of academic or behavior management EBPs. Yet there is still improvement to be made in JJ teacher knowledge and use of EBPs.