The natural world and its phenomena are the primary objects of study in natural sciences, which encompass disciplines such as biology, chemistry, earth sciences, and physics. Some of the phenomena to study may be reproduced in the lab, but others are too large to be taken or reproduced indoors, which would decontextualize them. Many natural phenomena need to be studied in the place where they occur, which requires teachers to organize a field trip and associated outdoor activities. It has been argued that studying a phenomenon where it occurs fosters a relationship between the school and the real world, which may increase interest in science, promote contextualized conceptual and procedural learning, encourage positive attitudes towards the environment, and develop problem-solving abilities in natural contexts. Research has tried to uncover whether this is true or not, but, as far as it is known, an overview of how research has evolved is missing. This chapter presents a synthesis of 67 science education research studies focusing on students’ learning from field-based practical work, published in Scopus and or Web of Science-indexed journals, and available online. It also discusses future directions for promising studies in field-based practical work in the digital era.