In this commentary, Donald Fisher reports on the history of the "The Canadian Journal of Education" as part of this 40th anniversary issue. Fisher states that the history of the Canadian Society for the Study of Education (CSSE) has been profoundly influenced by changes in the role of the Canadian State. The 1960s and 1970s were a time of tremendous optimism and excitement in Canadian universities: the expansion of the system and of graduate study changed the nature of university education in Canada. A key component of the boundary work undertaken to consolidate CSSE's status as a legitimate professional organization and the cognitive authority of academic research undertaken by educational researchers was the establishment of a peer-reviewed journal, first named the "Bulletin" that considered articles of general interest to CSSE members, articles in English and French, and articles originating from members of various cooperating associations and geographic regions. In 1977 the "Journal" published its first special issue, which focused on "Canadian Studies". By 1978, the executive was expressing some dissatisfaction with the content of the "Journal", wishing it were more theoretical and more research-oriented. Throughout the 1980s, the "Journal" tried to become more attractive to both authors and readers. In 1983, it began publishing abstracts in Spanish and German in addition to English and French. The issue of gender equity was being addressed in the "Journal" in the 1990s. The legitimacy and cognitive authority of education in academic and national research circles increased dramatically over the period covered in this article. The push to make educational research academically respectable and the subsequent increase in funding has been driven by the Canadian Education Association and government ministries. The "Journal" became the place where Canadian educationalists could share their academic research, the place that confirmed their right to a chair at the university table. The "Journal" was an essential part of the boundary work undertaken by educationalists through their universities and funding agencies, through their research, and specifically through their publications, to create a distinct territory for education.