While PhD programs teach doctoral students to critically assess research, often they do not formally or adequately prepare students for the act of reviewing manuscripts. More often, academics learn the process of conducting reviews by trial and error. Nevertheless, reviewing is a professional responsibility, an opportunity to engage with and serve the greater intellectual community, and a mechanism for becoming a better writer. By surveying editors of healthcare journals and collecting qualitative data from seasoned reviewers, this article provides health administration educators, doctoral students, post-docs, as well as junior and senior scholars insights on the mechanics and normative expectations of reviewing manuscripts for health-related journals.