During the past 50 years, the field of higher education has experienced growth, maturation, and specialization, coinciding with an almost exponential increase in the number of higher education journals. The proliferation of journals has led to an increased focus on journal status by members of the field. Not surprisingly, an informal journal caste system seems to have developed among stakeholders, many of whom use terms such as "first, second, or third tier" to describe various journals. These perceptions of journal standing have not been documented, as journal analyses in education generally and in higher education specifically, including analyses of journal impact or influence, are infrequent. Lack of information about the status of higher education journals could influence research in the field. In addition, the quality of a journal can have a profound influence on reading and submission patterns as well as impact promotion and tenure decisions. This article presents the perceived quality of 50 different publications in higher education and how often they are read and cited. (Contains 9 tables.)