This review builds on prior reviews by synthesizing thirty studies that examined the effects of background music (BM) on learning from 2008 to 2018. Each study was coded based on key methodological features, BM's characteristics, and reported BM effects on learning (i.e., negative, neutral or positive). Frequencies and percentages were used to describe BM effects on learning across studies, methods used, and BM's characteristics manipulated in the selected studies. Results showed (a) inconclusive findings as noted in prior reviews, (b) the need for more rigorous research methods, (c) that not all BM interventions are the same, and (d) a dearth of studies exploring BM impacts in multimedia learning environments. Implications are discussed for primary researchers, synthesis researchers, faculty and instructional designers.