This chapter investigates the underexplored terrain of knowledge brokering and use in education policy, planning, and implementation. It dissects knowledge brokerage and evidence use across institutions and regions, drawing on the findings and insights from two empirical studies. The chapter first examines the knowledge-brokering strategies employed by two major global actors in education (the OECD and the World Bank) and then looks into the use of research evidence by identifying existing global, regional, and national knowledge sources in education as well as their respective relationships. The findings reflect the idiosyncrasies of knowledge brokerage in terms of institutional and policymaking contexts.