This article offers an overview of the nature and role of relational thinking and relational reasoning in human learning and performance, both of which pertain to the discernment of meaningful patterns within any informational stream. Distinctions between thinking and reasoning relationally are summarized, along with specific forms of patterning that might be discerned. Next, the article summarizes what is presently known about relational reasoning, and then moves to explore future directions in educational research and in instructional practice that warrant attention based on the empirical literature.