The aim of this article is to review cross-disciplinary accumulated empirical research on one-to-one computer projects in school settings as published in peer-reviewed journals between 2005 and 2010, particularly the results of teacher- and pupil-oriented studies. Six hundred and five research articles were screened at the abstract and title level, 36 were full-text mapped, and 18 of those were further analysed. The final analysis revealed two main themes of narration, which guided the further descriptions. The first theme, Pupil-Related Results, deals with classroom activities and learning experiences and the outcomes of one-to-one projects. The second theme, Teacher-Related Results, deals with how teachers comprehend and relate to one-to-one computer projects. The results show that the research field has not developed substantially since the previously published reviews. This paper discusses the reasons for this lack of development, as well as the need for political, scholarly and epistemological awareness when researching questions of one-to-one computer projects. (Contains 1 table and 1 figure.)