Much has been written about teaching refugee background students but much of it is highly localized and problem-based and large-scale reviews of that literature are rare. Our mapping review characterized 200 articles related to teaching refugee background students in terms of seven different categories, four of which are described here: country of authorship, specific refugee group being studied, whether or not the article could be considered research and the focus of the recommendations and implications in each article. Based on those categories we conclude with a discussion of the need for more quantitative research on refugee learning, insight into specific refugee experiences, U.S.-based research, meta-analysis and synthesis of the research and more research on teacher development for refugee education.