The present survey research's purpose was to continue shaping the makeup of practitioner journal articles within the education field. Practitioner-focused articles have been suggested as vehicles to translate research into practice. One hundred and thirty-four preservice teacher education candidates were asked to indicate what they thought should be included in and what could be excluded from practitioner articles designed to increase knowledge or assist implementation of a strategy, intervention, or practice. There was support for both singular and dualistic (knowledge vs. implementation) formats. Preservice teachers supported practitioner journal article inclusion in teacher preparation programs. Research implications are discussed.