Science research laboratories have changed over time, but the laboratories of today continue to be an outstanding research resource. The same applies to the schools’ physical sciences laboratories that, for instance, have been incorporating digital technology. Pupils are usually eager to ‘work’ in the school laboratory to get the feeling of being scientists and to carry out hands-on, spectacular experiments. A balanced school science education encompasses learning science, learning about science, and learning how to do science. The laboratory work contributes differently to these dimensions, as some depend on it more than others. The success of laboratory-based teaching depends on how the design and implementation of lab-based activities match the intended learning outcomes and capture students’ attention. This chapter presents a revision of 143 physical lab-based school science education research articles focusing on students, published in Scopus and or Web of Science-indexed journals. It also discusses future directions for physical lab-based science education research in the digital era.