<p>Challenges associated with translating research into practice in special education has limited services available to students with disabilities and has exacerbated the use of ineffective practices, such as exclusionary discipline. Effects of this research to practice gap are experienced most by students of color with emotional and behavioral disorders (EBD). Compared to White students, students of color with EBD are more likely to receive harsh and exclusionary discipline, experience racism, and lack access to appropriate supports. Research has shown Positive Behavioral Interventions and Supports (PBIS) can improve student outcomes, including reducing exclusionary discipline. However, disproportionate discipline practices for students of color often persist despite PBIS implementation. Equity-focused implementation science practices hold promise to reduce gaps between research and practice while improving access to culturally responsive, evidence-based practices for students of color with EBD. In this article, we describe how to leverage implementation science research to promote equity in PBIS implementation through a multilevel strategy to reduce implementation barriers that may contribute to racial disproportionality in school discipline. Considerations for embedding equity-focused implementation practices at district, school, and classroom levels are provided, and limitations and directions for research are discussed.</p>