Each year, hundreds of studies related to literacy teaching and learning are published with the intention that educational practice be amended to incorporate current findings from research. Similarly each year, professional developers and educational practitioners encounter challenges and urgent questions that might best be answered through thoughtful research. Unfortunately, there is a long history of disconnect between researchers, professional developers, and other educational practitioners in literacy education. Here we elaborate on that disconnect as a challenge and as an opportunity. We then offer some preliminary thoughts about ways to address this issue.