This review of the "Canadian Journal of Science, Mathematics and Technology Education" ("CJSMTE") presents descriptive statistics regarding contributions to the journal between January 2001 and December 2014. Data are compared with a brief review from 2009 (Wallace, 2009). Findings suggest that there are areas for improvement with regard to increased representation of contributions in technology education, by French authors, and from non-Western institutions. At the same time, findings also indicate that the journal recognizes both the specificity of the contexts in which education researchers affiliated with Canadian institutions work and the importance of opening up that work to scrutiny and fertility of ideas from other places leading to a healthy tension between the global and the local in "CJSMTE."