A popular notion is that authors in academic research articles merely convey propositional information. However, as Hyland has shown, authors in academic writing also use a range of devices to organize their texts, engage readers, and signal their attitudes to both their material and their readers (Hyland & Tse, 2004). In the present study, three counselor educators examined the use of the devices of Self-Mentions, Boosters, Attitude Markers, and Hedges within a stratified random selection of research articles from 24 peer-reviewed counseling journals. Compared to a reference corpus of social science articles, counseling journals contained a greater use of self-mentions, attitude markers, and hedges. Implications for writers submitting their research to peer-reviewed counseling journals were presented.