Meta-analyses provide educational stakeholders with data from which to make instructional, programmatic, and policy decisions. Potentially biased meta-analytic results could, therefore, have negative impacts on students, teachers, and schools. In this article, we argue for why assessing for publication bias matters in educational psychology meta-analyses, explore the prevalence of publication bias assessment in a top-tier educational psychology journal, describe assumptions and implications of common publication bias methods, and provide a worked example using data from a published meta-analysis. We conclude the article with recommendations on how to interpret the results of various publication bias assessments in conjunction with one another and in the context of the meta-analysis itself. (PsycINFO Database Record (c) 2018 APA, all rights reserved)