This article focuses on the nature of the writing in 73 articles published in six U.S. and U.K. political science and international relations journals that focus on teaching and learning. A comparative analysis is made of the articles through a review of the characteristics of the authors, the themes researched, the analytical focus, the research method employed, and the degree of theoretical engagement. The evidence highlights the dominance of U.S. authors in the U.S. sample, the underlying focus attached to examining developments at a course level in the United States as opposed to a broader focus in the United Kingdom, the more advanced use of statistical analysis in the United States, and the lack of direct theoretical engagement in both the United States and United Kingdom. The article outlines factors that explain this state of affairs as well as identifying broader trends, including areas of research that were omitted.