Academic publishing is a mess. However, despite the ongoing issues academics have with traditional publishing companies (e.g., signing over the copyright of their work, reviewing manuscripts for free, getting takedown notices for sharing copies of their own articles), the clear majority of academics continue to publish their work only in “closed” journals (i.e., those requiring a subscription to access). At the same time, though, a growing number of faculty have begun publishing their work in open-access journals. One of the problems though faculty face, even in the field of educational technology (where we love things digital), is the proliferation of open-access journals. For instance, today there are over 270 open access journals related to the field of educational technology in some way. This can be overwhelming. Further, there seem to be constant reports about predatory publishers which further dissuades faculty from publishing in open-access journals.  But Perkins and I, based in part on our experience with highly reputable open-access journals–like Australasian Journal of Educational Technology (AJET), Educational Technology and Society, and the International Review of Research in Open and Distributed Learning (IRRODL) to name a few–decided to investigate what educational technology researchers who have published in open-access journals actually think of these journals. You can read the results of study online: http://ajet.org.au/index.php/AJET/article/view/2578