As its title suggests, this commentary utilizes the 20th year of publication of the "Canadian Journal of Science, Mathematics, and Technology Education" as an opportunity for me, the current English language mathematics education editor, to confess. I confess to imposter syndrome and editorial naiveté. I confess to evolving from putting the "pathetic" in "empathetic" to near-total emotional desensitization. I confess to having stumbled upon the notions of form letters and desk rejections. I confess that my former French teachers would be disappointed in me. I confess to having never forgotten my first, to seeing ghosts, and to attempting to handle multiple concurrent timelines based on the geologic time scale. Lastly, most importantly, and utilizing an entirely different meaning of the word confess, I confess to giving credit where credit is due. In other words, what follows are the absolutely true confessions of a Canadian mathematics education editor.