Professors at doctoral-degree granting universities tend to focus on publishing with graduate students more than with undergraduates. While we argue that publishing with undergraduates is worthwhile, we first want to point to organizational structures that contribute to the focus on graduate students. First, the hierarchical structure of doctoral universities can make publishing with undergraduates more difficult. Although it is often possible to delegate mentoring of undergraduates to graduate students, faculty have primary responsibility for mentoring graduate students (Espinoza-Herold and Gonzalez, 2007; Ynalvez et al., 2014). Direct faculty mentoring of graduate students is necessary because success in obtaining postdoctoral positions, faculty appointments, and research-related employment is highly dependent on publishing with mentors while in graduate school (Hartley and Betts, 2009; Casanave, 2010). Second, compared with undergraduate programs, graduate programs tend to provide more field-specific knowledge, greater depth of study, and increased focus on conducting research (Mangematin, 2000; Austin, 2002; Hakala, 2009; Northwest Commission on Colleges Universities., 2018). A graduate student's knowledge of the subfield can make publishing with graduate students less time consuming. Third, faculty at high research activity universities are under considerable pressure to publish frequently and in high-impact journals (Nir and Zilberstein-Levy, 2006; Burks and Chumchal, 2009; Rizzo Parse, 2009; Everett and Earp, 2015), which makes publishing without students tempting. Nevertheless, publishing together can be rewarding for faculty, graduate students, and undergraduate students.