In this study, the authors examined the "Journal of Research on Technology in Education (JRTE)" to discover trends from 2001-2010 in the topics covered in the articles, article types (including research methods used), authorship, and citation frequency. Articles from the journal dealt mostly with PK-12 settings and focused on technology integration, distance education, teacher education, subject education, and attitudes toward technology. The journal has generally favored inferential, interpretive, and mixed-method research over theoretical articles, discourse analysis, and descriptive studies. We also compared our findings to the stated aims and scope of "JRTE" and the aims of its publisher, the International Society for Technology in Education (ISTE), and found a close alignment of "JRTE" and ISTE aims and goals. (Contains 5 tables.)