This chapter identifies some key messages from academic research on practical work in science education that have clear implications for practice. These includes a focus on how teachers can plan and evaluate effective practical work and the range of types of activities available to them. In addition to drawing from some valuable general principles relating to science, we make the case that attention is also needed at the level of the science subject and topic being taught to help teachers to make better design and implementation decisions. We describe a model in which these research findings are shared with pre-service and in-service teachers in a form that makes them easily accessible and able to inform directly their classroom practice so that it might become more research-informed. We show how findings and insights from research can, and need to be, transformed into a form that enables pre- and in-service teachers to use them. This is of particular importance for teachers who may not have had a university based pre-service teacher education and so may have had limited or no engagement with the knowledge base from academic research.