Gathering information from interviewees is similar across many disciplines. Evidence-based approaches to interviewing are encouraged in criminal investigations with suspects (e.g., Swanner, Meissner, Atkinson, & Dianiska, 2016), are found in medical communication manuals (e.g., Silverman, Kurtz, & Draper, 2013), can be applied to fraud investigation (Shawyer & Walsh, 2007), and are recommended for professionals who work with children in a variety of non-criminal capacities (e.g., Brubacher, Powell, Snow, Skouteris, & Manger, 2016), to name just a few. In this issue, Meissner and Lyles (2019) provide support for best-practice interviewing in Title IX investigations. Regardless of the topic, a best-practice interview requires a core set of skills. In this commentary, we discuss the skills noted by Meissner and Lyles (2019) and add further elements that we believe relevant for consideration in Title IX investigations. We highlight our agreement with their article and explain any points of contention. Throughout, we advance two key and related viewpoints: High quality interviewing is similar across many contexts, but there is not a one-size-fits-all protocol. Instead, interview trainers should focus on teaching the elements of best practice, and in a way that promotes sustained learning. We conclude with suggestions regarding effective training and genuine engagement between academics and practitioners.