In this Perspective, Rich Gilman and Robin Codding (the current and outgoing editors of "School Psychology") respond to Conoley, Power, and Gutkin's views of the role of academic journals to advance professional paradigm shifts. Based on both historical trends and current readership data, the authors provide several reasons that academic journals have and will continue to be a primary forum for discourse on how school psychology should evolve as a discipline. Nonetheless, academic journals have inherent limitations that hinder this discourse. The paper concludes with several recommendations that could enhance the contributions of academic journals to these discussions.