In 2001, the U.S. congress signed the No Child Left Behind bill into law. Arguably, this has been one of the most significant educational reform policies of the 21st century. Much has been written about its effect on students, teachers, curriculum, administrators and others. Nonetheless, a comprehensive review of the empirical studies on NCLB does not exist within the extant scholarship on this topic. The purpose of this article is to review the empirical literature related to NCLB and its effect on various groups and at various levels of education from 2001 to 2010. Recommendations for future research on this topic are presented as well.