This paper outlines the findings of a review that examined the literature around current practice in one-to-one online tuition in schools and higher education. It summarizes the purposes, contexts, scope, and methods of 17 core studies identified through a systematic literature search. It then uses a conceptual framework focusing on pedagogical innovation to explore the findings of the core studies, a discussion that is also informed by the consideration of a number of contextual studies exploring group online tuition and online learning more generally. The paper concludes by suggesting that the development of one-to-one online tuition has been constrained by comparisons with face-to-face approaches and that more research is needed to map its characteristics and potential in more detail as technology continues to evolve.