Purpose - The purpose of this paper is to give a pedagogics-based contribution to the discussion about evidence-based practice (EBP) and its implementation, with substance abuse treatment as an area of interest. Design/methodology/approach - The paper takes its starting point in two different ways of looking at knowledge - as a product or as a process - and from there, the implications regarding the therapeutic encounter, staff training, and evaluation are examined. Findings - The reasoning reveals the importance of process thinking when it comes to developing the work field in a more comprehensive way. Originality/value- By the pedagogics-based view on EBP the paper illuminates aspects that may broaden a further discussion.