This paper reflects upon the experience of undertaking a review of research on learners and learning in environmental education (Rickinson, 2001). Against the backdrop of calls for evidence-based and evidence-informed practice in education, the paper explores some of the challenges involved in reviewing, synthesising and communicating research evidence. Consideration is given to three processes that proved problematic during the 'Learners and Learning' review: critiquing research evidence; synthesising research findings; and suggesting implications for research users. For each of these, the strategy adopted during the review is critically appraised, and from this implications are suggested for future reviews of environmental education research. The paper concludes by arguing that there is a need not only for a greater number and variety of research reviews in environmental education, but also for these to have much stronger connections to the field's tradition of methodological discourse and debate.