The purpose of this review is to provide educational practitioners with a brief overview of cognitive load theory (CLT) and its major implications for learning. To achieve this objective, the article includes a short description of human cognitive architecture as conceived by cognitive load theorists. Following this overview, the article provides a description of what makes CLT different from other cognitive theories. Included in this section is a summary of the predictions about learning and novel instructional designs that CLT has produced. Next, the article presents a discussion of learner experience and how different levels of prior knowledge can interact with various instructional methods to differentially influence learning outcomes. Finally, the review ends with a discussion of various instructional methods that may be problematic when considered from a CLT perspective. With an understanding of CLT and its instructional implications, educational practitioners will be in better position to design and develop instructional materials that align with human cognitive architecture. Ultimately, instructional materials that utilize CLT guidelines have the potential to enhance learning effectiveness and efficiency for students in a multitude of education and training contexts. (Contains 1 table and 2 notes.)