The purpose of this study was to discern whether the mental picture a journal creates in its feature articles matches its mission statement. A content analysis was conducted on the feature articles in the seven most recent volumes of "Educational Leadership" (EL) and "Phi Delta Kappan" (PDK). Over 2,200 articles were analyzed for topics treated, format style, author affiliation, and presence of research findings. The results indicate that both journals adhere to their mission statements: close to 50% of the PDK articles were coded for "policy and law" and "subject matter and curriculum," and 64% of the EL articles were coded for "subject matter and curriculum" and "administration, management, and supervision." However, the articles in both journals were written in an informational format and few included research findings. More than 50% of the articles were written by university personnel who are only indirectly associated with the daily practices of the classroom. It appears that these journals fail to provide K-12 practitioners with a means to connect their practice with either theory or research. Nor is it likely that these journals enable K-12 practitioners to inform each other of their practice. Changes are needed that bring together the pedagogical scholar, academician, and educational researcher with the practitioner, making it possible for both journals to address the information needs of all readers. Data from the content analysis are presented in four tables. (7 references) (Author/GL)