ABSTRACT This review of research publications in the period 1989–2021 examines both advantages and limitations of walking methodologies used as a research method, aiming to serve education researchers contemplating using the approach with children. Walking methodologies combine walking with verbal and non-verbal communication, such as body language or photography, and are particularly useful to study how children and young people relate to their environment, as well as for research on experiential and outdoor education. Advantages mentioned in the reviewed studies included improved communication, enhanced memory and reducing power imbalances. Challenges included group dynamics, possible exclusion based on disability or language, practical issues such as distractions, and power imbalances or limited relationship capital. Child-led walks, distractions, effects of the weather, and influence of place or the children’s interest on conversation topics reduced the researcher’s control over the research process, while at the same time offering greater agency for the children.