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In 1999, the National Reading Panel investigated arguments regarding how best to teach reading. The members of the panel examined thousands of articles on literacy development and identified six key factors in teaching reading. Further, the passage of No Child Left Behind in 2001 obligated teachers to use scientifically proven practices, or evidence-based practices, supported by research that is both valid and compelling. In 1999, the Association of College Educators-Deaf & Hard of Hearing initiated a review of the literature surrounding practices in the areas of literacy, mathematics, and science. The associations’ researchers identified 20 strategies regarded by the profession to be best practices in literacy, in mathematics, and in science instruction for deaf and hard of hearing students prior to and surrounding the beginning of the current millennium. Then the researchers sought to determine the evidence base for these practices. In recent years, there has been an explosion of research, yet additions to the evidence base have been inconsistent across the 20 practices. Nevertheless, evidence has been discovered to support strategies for successful teaching in literacy and math. In this article, the authors describe the evidence that has been added to the knowledge base. (Contains 1 table.)