This article describes the results of three studies designed to understand better the journal operations, publishing practices, and impact of school psychology journals in recent years. The first study presents the results of a survey focusing on journal operations and peer-review practices that was completed by 61 journal editors of school psychology and aligned journals. The second study presents the results of review and classification of all articles appearing in one volume year for nine school psychology journals (i.e., "The California School Psychologist," "Canadian Journal of School Psychology," "Journal of Applied School Psychology," "Journal of School Psychology," "Psychology in the Schools," "School Psychology Forum," "School Psychology International," "School Psychology Quarterly," and "School Psychology Review"). The third study employed multilevel modeling to investigate differences in the longitudinal trends of impact factor data for five school psychology journals listed in the Web of Science (i.e., "Journal of School Psychology," "Psychology in the Schools," "School Psychology International," "School Psychology Quarterly," and "School Psychology Review"). The article addresses implications for authors, editors, and journal editorial teams as well as the status and impact of school psychology journals. (Contains 3 figures and 5 tables.)