This literature review explores visualisation within the context of learning in design, engineering and technology education. The investigation first defines visualisation, providing examples of activities that utilise visualisation skills within an applied field. Then exploration of the mental mechanisms of visualisation used to engage with those activities is placed within the context of learning in applied fields. The discussion leads to consideration of the role of visualisation in relation to learning abstract technological concepts. The paper concludes that the application of particular visualisation mechanisms is dependent on task and context. Approaches to instruction and the design of learning materials are also considered within the context of visualisation. Finally the review of literature highlights a number of research questions which relate to the individual differences and socio-cultural aspects of learning and using visualisation.