The gap between educational theory and practice, according to the opinionated observers still persists and the technological advances as well as the development of new educational subjects have further deepened and widened this gap, thus creating a problem which is addressed herein from a philosophical perspective. More specifically, the two concepts of educational theory and practice are initially looked upon from positivist and interpretivist perspectives. Given the methodological similarity between positivist research in humanities and natural sciences, the gap between theory and practice can be explained in two ways: one is the lack of adequate advancement in research, and the other, inadequate use of the research findings. Thus the closure of the gap is deemed possible in this paradigm. However, in the interpretivist perspective such closure is not considered possible, and only ways of its narrowing are discussed. Based on these two conclusions, a third perspective is given which is distinct as it is based on four elements of abstraction of theory, the role of teacher, expansion of resources, and knowingly, constantly, and actively confronting the gap.