Abstract Helping teachers apply existing research on bilingual instruction is both a critical and complex problem. The Multi-district Trainer of Trainers Institute (MTTI) has used sophisticated staff development and research dissemination strategies to help teachers apply this body of research. This article has three purposes: (1) to describe the MTTI; (2) to analyze its impact; and (3) to examine MTTI as a research utilization process. Data were collected using interviews, questionnaires, observations and participant logs. The MTTI uses the Joyce and Showers staff training model, with important refinements in the peer coaching process. Teams of influential theoreticians and MTTI facilitators guide participants through cycles of training lasting several years. The content and bureaucratic arrangements are also described. MTTI has had substantial impact on participants’ use of bilingual instructional strategies in the classroom, on the institutionalization of these strategies in school settings, on the ins...