Improving Computer Science (CS) education requires increasing the meaningful usage of research-supported pedagogy and curriculum. Studies on propagation have largely looked at dissemination and adoption from the perspective of adopters: what motivates them to discover, experiment with, and continue using innovative teaching. This study adds to a growing body of research on approaches to encourage adoption by examining the perspectives and advice of successful propagators—education researchers who have had their innovations widely adopted. Drawing on interviews with fourteen CS education researchers, this paper identifies both points of convergence and unique insights across several broad areas: barriers to adoption, the structure of academia, relevant principles of design and techniques for deployment, and strategies for propagation. Notable findings include: the structure of academia has aspects that both impede and facilitate successful propagation; traditional academic funding sources do not adequately support ongoing propagation; and some successful strategies for getting the word out involve oblique approaches for reaching potential users. This exploration of common successful approaches can serve as a guide for developers and educational advocates when working to attract new users and broaden impact.