This research synthesis describes, critiques, and synthesizes intervention studies related to the academic vocabulary acquisition of post-secondary English learners. Using the article matrix and the constant-comparative methods of analysis (Boeije, 2002), this critical synthesis aims to provide a knowledge point on general academic vocabulary; further research on the need for discipline-specific academic vocabulary at the post-secondary level is still needed. Findings regarding best practices include: a) embedded academic vocabulary learning intervention should be integrated with explicit, isolated word learning; b) technology is most effective when combined with other well-established aspects of vocabulary instruction; c) receptive vocabulary gains are highest when pairing the learning and assessment modes (i.e., receptive vs. productive) and pursuing consistency over structure; and d) specific tools base for both researchers and practitioners moving forward. The research focus in the field up-to-this- and materials, such as using a concordance or dictionary, can significantly enhance productive academic vocabulary.