As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these obstacles are being tackled in Flanders (Belgium) via a large-scale, nation-wide framework for the implementation of augmented, virtual and mixed reality in K-12 technical and vocational education. This framework was designed, adopting an Educational Design Research approach, and consists of five interrelated pillars: hardware, software, professional development of teachers, practice-oriented research, and coordination. The proposed framework provides guidelines, both for researchers and education policy makers.