Abstract
This article presents the experiences of social work scholar-practitioners who developed and delivered a culturally competent trauma curriculum to child welfare practitioners in New York City in the aftermath of the World Trade Center terrorist attacks of September 11, 2001. It explores the challenges in teaching practitioners culturally competent, evidence-based practice in general and trauma-related content in particular, offering orienting principles for integrating research knowledge with practice dilemmas. The case example of the Federal Emergency Management Agency project illustrates these principles, highlighting the opportunities that arise when research meets practice.