Background: While much has been written on the potential benefits of the evidence-based practice (EBP) process1 for improving the integration of research into practice, very little has been done to train behavioral health practitioners in this model. It is critical to identify effective training methods to maximize the successful adoption and implementation of this model. Objectives: This study developed and evaluated the effectiveness of a full-day EBP process continuing education training workshop, which is based on diffusion of innovations theory, adult learning theory, and the extant EBP literature. Methods: A replicated pretest, posttest, 3-month follow-up design was used to assess the impact of the training on behavioral health practitioners self-efficacy and knowledge pertaining to EBP, attitudes toward EBP, perceived feasibility of EBP, intentions to engage in EBP, and self-reported engagement in EBP. The design was replicated with four disparate continuing education training groups in two large urban cities. The EBP Assessment Scale (a = .94, Rubin & Parrish, 2009) and 10 knowledge questions were used to measure the dependent variables. All data were collected using anonymous data collection procedures, and doubly-multivariate repeated measures analyses were used to analyze the impact of the training over time. Results: The repeated measures MANOVA and the univariate post-hoc analyses found significant (p & .001) change and moderate to strong effect sizes for each of the dependent variables in the desired direction for all trainings combined and for each independent training. There was also significant (p & .001) change from pretest to 3-month follow up with regard to self-reported engagement in EBP. Conclusions: This EBP training model appears promising for training practitioners in the EBP process, but future research should test its effectiveness with other practitioners and settings. 1The EBP process is defined as the integration of best research evidence with clinical expertise and [client] values (Sackett and colleagues, 2000, p.1)