To accomplish the task of solving problems of practice, I employ design-based research (DBR). DBR is a collaborative research approach that examines how desired forms of learning can occur and be supported within the often-messy settings of real-world learning environments through the introduction of collaboratively designed products and programs. It addresses theoretical questions about the nature of learning (often in the context of collaboration with practitioners) while applying known design principles to render solutions and refine them over time. Additionally, DBR conducts rigorous and reflective inquiry to test and refine learning solutions. I use DBR to collaboratively work with educators to seek solutions to the problems of practice they face, and to build their capacity to implement the problem solution. More specifically, the collaborative work should assist them in obtaining, improving, and retaining the skills, knowledge, tools, and other resources they need to perform at a greater capacity. For example, in my manuscript Leary et al. (2016) we used design-based research to study the impact of technology on educator’s learning and student activity in the collaborative design and implementation of a new digital science curriculum. This involved building capacity in knowledge for researchers and educators with content and best practices in pedagogy and technology, as well as iterative cycles of implementation and data collection to inform design updates and understand the barriers that inhibited implementation. In a parallel DBR study (see Severance et al., 2016), my colleagues and I studied the design activities of educator’s and the tools and routines deployed to support the collaborative design process. I use DBR because it also provides an opportunity to bridge the research-practice divide as it focuses on equitable and mutualistic actions between the researchers and practitioners.