Research in education and the social and behavioral sciences, like research in medicine and the natural sciences, eventually makes its way into our day-today lives. Of course, the timescales involved are not always the same, either within or across domains. Indeed, some studies being conducted in chemistry, social psychology, neuroscience, and learning may not affect us at all but may be helpful to our children. In our efforts to understand who we are and how the universe works, the speed with which empirical findings change our lives is not necessarily a metric of their inherent worth. At the same time, understanding such research—and what it tells us—is worthwhile in its own right, both as a means of broadening our own horizons and creating greater accountability among those in whom the public has invested its trust and its money. In domains such as education, child development, and psychology, we have the potential to significantly affect how we live and behave without requiring a middleman who will manufacture or actualize a particular finding. In these areas, connecting research and practice offers at least the opportunity for synergism as communication between the two can lead to a whole greater than the sum of its parts. The usual question is ‘‘how do we go about it?’’ In an effort to foster both communication and progress related to the scope of the Journal of Deaf Studies and Deaf Education, and to education in particular, a new partnership of JDSDE and the Deaf Education Web site (www.deafed.net) is being created with the support of Oxford University Press, the College of Education at Michigan State University, and the Center for Education Research partnerships at the National Technical Institute for the Deaf. The Research to Practice Network (RPN) will provide for open discussions between JDSDE authors and an increasingly diverse community of teachers and learners. Taking advantage of current technologies and professional networks already in place, authors will share summaries and key findings from their research and engage with their audiences concerning implications of their work for practice. Practitioners, parents, and other readers, in turn, will have the opportunity to provide feedback on ideas, report on attempts at implementation, and become part of a larger community of learners that seeks to optimize educational and personal success for learners who are deaf/hard of hearing (DHH). Recognizing that initiatives of this sort are still somewhat novel and may not be for everyone, the RPN will begin modestly, with volunteer authors helping to pioneer its initial stages. The Network will utilize a wiki system that can be accessed via links from both the JDSDE Web site (www.jdsde. oxfordjournals.org) at Oxford University Press and the Deaf Education Web site (www.deafed.net) at Michigan State University. Articles that are part of the DHH RPN already can be found in electronic form at the JDSDE site, with links to the Michigan State University site, and discussions for expansion are underway as we prepare this editorial. Perhaps a bit more explanation will be helpful. Correspondence to: Marc Marschark, Ph. D., Journal of Deaf Studies and Deaf Education, 96 Lomb Memorial Drive, Rochester, NY 14623 (e-mail: memrtl@ntid.rit.edu).