Using an experimenter-developed system, articles from four school psychology journals for the years 2000–2005 (n = 929) were classified. Results showed that 40% of the articles were narrative, 29% correlational, 16% descriptive, 8% causal-experimental, 4% causal-comparative, and 2% were meta-analytic. Further analysis of the causal-experimental studies suggested that both single-subject and group designs were used to evaluate the effects of interventions delivered in schools (setting data) that improved students' (participant data) academic and/or social behaviors (target behavior data). Although results show that these journals are publishing few experimental studies, the experiments that are published appear to be derived from field-based research evaluating interventions that readers may find useful for remedying problems in school settings. Discussion focuses on factors that may limit experimental studies and recent trends in education and school psychology. © 2008 Wiley Periodicals, Inc.