The collection of verbal reports is one way in which cognitive and developmental psychologists gather data to formulate and corroborate models of problem solving. The current use of verbal reports to design and validate educational assessments reflects the growing trend to fuse cognitive psychological research and educational measurement. However, doubts about the trustworthiness or accuracy of verbal reports may suggest a potential reversal of this trend. Misconceptions about the trustworthiness of verbal reports could signal misuse of verbal reports and, consequently, waning interest and missed opportunities in the description of cognitive models of test performance. In this article, misconceptions of verbal reports are addressed by (a) discussing the value of cognitive models for educational achievement testing; (b) addressing pertinent issues in the collection of verbal reports from students; and (c) concluding with avenues for a more productive union between cognitive psychological research and educational measurement.