This longitudinal study investigates the journal selections of 367 graduate students as they worked to fulfill a commonly assigned, criteria-based literature search on educational topics. The criteria called for evidence-based studies, published within the current ten years of course enrollment, within peer-reviewed journals. Student references were evaluated, but investigation revealed that students succeeded only partially in meeting the criteria. Two hundred ninety-nine journal titles used most commonly have resulted in a list that identified peer review status and research content characteristics for each title. The findings suggest new opportunities to improve library resources, instruction, and student achievement.