Technical terms such as "meta-analysis," research synthesis," and "effect size" may sound alien to practitioners in the field of education. Due to limited knowledge on meta-analysis among educators, the results of meta-analyses seldom translate from research to classroom practice--even though meta-analyses may provide valuable information on how to select effective evidence-based practices and strategies. It is therefore essential to build teachers' knowledge base to enable them to critically evaluate meta-analyses and use the findings to inform their instructional practices. Increasing teachers' utilization and understanding of meta-analytic results may in turn result in positive outcomes for persons with disabilities in the areas of education, employment, and beyond. This article discusses the following: (1) What is meta-analysis?; (2) How does meta-analysis differ from traditional narrative review?; (3) Why is meta-analysis important?; and (4) How can teachers use meta-analysis results? (Contains 1 table and 3 figures.)