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The Italian system of education is characterised by weak school autonomy, strong teacher autonomy, and lack of collegial cultures. From the point of the cohesion/regulation matrix, the Italian case is rather of an individualist type with some fatalist notes, given a widespread culture of pedagogical egalitarianism and the existence of formal collegial bodies. There are many barriers to the introduction of evidence-based practice in Italian teaching. At the same time, some major enablers at the school level are as a self-evaluation school rapport and a school improvement plan. At the school system level, the Institute for school evaluation is as a key player contributing to the advancement of a culture of EIP. We argue that an enduring centralization model with weak coordination mechanisms at the school level is not suitable to mobilize academic research knowledge across the Italian system. A new governance mechanism based on widely disseminated policies would be of critical importance in the Italian case, in order to improve the use of EIP in schools and to enhance the skills of teachers and school leaders through professional development.