Unlike every other developed country, Canada has had no national or pan-Canadian agency that works to support and promote research in education, and especially to build connections between research, policy, and practice. Canada has a national granting council that funds academic research in all fields, including education (the Social Sciences and Humanities Research Council of Canada), and a national statistics agency (Statistics Canada), but both have mandates much broader than education, and they are not focused on mobilizing research knowledge. As a result, education research in Canada remains a small and fragmented enterprise, and its school systems do not have the access to research information that occurs in other fields. In this article, the author discusses that Canada needs more efforts on how its research in education is developed to improve its educational policy and practice. The author also makes a point that the research-practice relationship is not a one-way communication of research findings to practitioners or policy makers. Rather, the relationship is a complicated one that typically proceeds slowly in fits and starts as the implications of research become clearer, and as practice settings find those implications to be meaningful and feasible--or not.