Evidence-based practice (EBP) refers to clinical decisions as a result of the careful integration of research evidence and student needs. Although required to employ evidence-based practices, teachers receive little training on how to identify what practices are determined to be evidence-based and which are most appropriate for individual students. Often practices are chosen based on teachers’ expertise or on the availability of resources. A time-efficient method for gathering research and incorporating it with student-specific variables will help teachers accomplish the goal of implementing evidence-based practices in their classrooms. The current paper provides three case examples that demonstrate how to apply a structured evidence-based decision making process to the selection of the most appropriate augmentative and alternative communication (AAC) system for students with Autism Spectrum Disorder.