As in other scientific disciplines, a prevailing research culture hinders knowledge accumulation in special education, where the publishability of research findings is often prioritized over their reproducibility. Open science practices aim to transform this research culture. By employing open science practices, we can approach the truth more efficiently. In this article, we summarize meta-research on open science practices in special education. We examine the prevalence of open science practices, researchers’ perceptions of them, and the factors that hinder their implementation. This information is relevant for improving research practices in special education.