Improvement initiatives crafted based on well-understood problems of practice often stand the greatest chance of leading to sustainable educational improvements. Framing problems of practice using multiple modes of evidence is advisable to fully understand the system of root causes of the problem and its stakeholders. In this study, we used the document analysis method to investigate the types of evidence (e.g., literature, anecdotal, secondary data) that students used to frame problems of practice in EdD dissertations in practice within CPED consortium member institutions (N=53). Results suggest that students predominantly use literature to frame problems of practice with fewer using primary and secondary data.