I genuinely believe that most teachers out there are determined to give their students their best. However, like many jobs, teaching can be very demanding and there often seems to be a never-ending list of considerations and concerns to be addressed. As a result, few teachers have the opportunity to keep up-to-date with research related to their field. Furthermore, academic papers are often filled with scientific jargon which seem far removed from most teachers’ everyday lives. Yet, as we discovered with the furore surrounding something like ‘Learning Styles’, not keeping a close eye on research can lead to even more (and unnecessary) demands on teachers. This publication is intended to help bridge the gap between science and the classroom by promoting evidence-based teaching through engagement with research. This is achieved, firstly, by sharing current and related research in an accessible way. And secondly, by demonstrating the importance of a teacher’s own invaluable insights into the world of teaching through action research, exploratory practice, or reflective practice.