In the opening discussion of this special issue, I take stock of science and schooling for students with learning disabilities (LD) before probing four ideas to foster effective instruction in contemporary schools: (a) Turn to science as the best trick we know for solving educational problems; (b) specify clearly what we hope to achieve in our instructional decisions for students with LD; (c) rely on instruction as the best tool we have for improving student performance; and (d) cultivate—and keep—competent and caring personnel. I invite commentary, from the perspectives of researchers, practitioners, and those who prepare teachers and administrators, to assess the status of science in the schoolhouse and to offer practical strategies for how the scientific orientation of schools might be enhanced.
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