As extended reality (XR) technologies become more prevalent in postsecondary learning environments around the world, this study offers a scoping review of published research on the topic. By leveraging a theoretical framework to examine data across the various domains comprising extended reality (i.e., augmented, mixed, and virtual reality), this study offers a uniquely comprehensive understanding of the implications and outcomes of multiple types of technology. Data were gathered from 88 publications with 46 meeting inclusion criteria. Literature sources included EBSCOHost, ERIC, ProQuest, PsycInfo, Web of Science, and WorldCat, and were analyzed using a PRISMA structure. The objective of this study was to chart the evidence and gaps in empirical understanding of XR in postsecondary learning, including effectiveness, implementation, technologies, affordances, limitations, accessibility, and the methodologies and locations of XR research. Notable findings included mixed evidence of XR's effectiveness as a postsecondary learning technology, clear limitations regarding required institutional infrastructure and support, and predominance of both headset technology and non-generalizable methodologies in existing research. The study also generated three key implications for future XR research: investigations of accessibility for diverse learners, studies designed to produce generalizable findings on learning effectiveness, and explorations of learning-driven XR implementation.