Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the realities of scholarly publishing. The present study seeks to illuminate that gap through a systematic analysis of the policies and practices of academic journals as they pertain to the publication of reflective writing in SoTL. The ultimate aim of the study is to enable editors to close the gap between belief and practice and empower potential authors to share their reflective teaching and learning practices with others.