The first research column of 2019, at the beginning of this magazine’s 40th year, is a good time to pause and take stock of the state of research on professional learning. Research has always been important to our field, but we have a new opportunity to elevate its importance, thanks to recent policies and priorities — including the evidence provisions for professional learning initiatives in the Every Student Succeeds Act (see article on p. 12), which increases demand among state and district policymakers for evidence-based strategies and practices. In addition, we are seeing growing interest among philanthropy and practitioners in how to best use and support a range of research strategies, such as complementing extant studies with evidence from action research and improvement science approaches