This chapter explores issues in implementation of reading interventions faced by the next generation of researchers and practitioners. It forms part of a major text on implementation science. The chapter analyzes recent work on 'implementation quality' of research undertaken in classrooms exemplification with reference to recent research on the use of literacy technology. It talks about issues concerning the scalability and sustainability of implementations. There is every likelihood that major changes to educational practice and indeed to the whole organisation of school boards might be associated with effective change in intervention research. The chapter uses current research on the ABRACADABRA (ABRA) reading program to highlight some general themes about implementation science. The first is that emerging evidence-based approaches need to bridge the gap between efficacy studies and effectiveness studies. A second theme is that one needs to explore action in the classroom to understand implementation.