When describing MTE, we often hear things like, “It is a practitioner journal,” “It is not like JRME,” and “It is more rigorous than MT, MTMS, or TCM journals.” All these things are true but do not quite capture what it is that makes MTE a journal dedicated to growing the knowledge base of mathematics teacher educators. What this says is that it is easier to state what MTE is not, and much more difficult to provide a clear-cut description of what the journal publishes. MTE is a journal attempting to do something that no other journal, not even those in other disciplines, has done. Although it may be convenient to try to understand the journal and the kinds of articles it publishes by comparing it with other journals we are familiar with, these comparisons ultimately fall short of providing the support needed to generate a manuscript that is a good “fit” for MTE. In this editorial, we offer a tool that could help prospective authors conceptualize and write manuscripts for this journal.