The review of current research presented here describes literature dealing either directly or indirectly with school-age latchkey children. Implications of this research are suggested as they relate to the following questions: Are latchkey children at risk? If so, at how much risk and in which areas? Are there factors that mitigate or lead to greater risk? What are the long term effects, whether positive or negative, of the latchkey experience? If self-care appears to reduce risks that outweigh the opportunities it provides, what might be done to change this proportion? It is argued that these and other questions need to be addressed more fully before intervention strategies, briefly described in the last section of the paper, can be successful. (MP)