Since the 1920s researchers have been studying children's temporal concepts, concluding that the concept of time is complex and difficult to teach children. This research literature review aims to provide a theoretical framework to guide future research about time-related teaching in primary school. After preliminary considerations about the potential of instructional interventions in this context, this review analyses the position of time-related conceptions within primary school curricula and explores which factors exert an influence on the concept of time. Finally, clock reading is discussed as a key time-related skill in primary education that mirrors the complexity of time conceptions in general. (Contains 2 figures.)