This paper considers the problems that were encountered in searching and using the literature (about practice) to answer questions about future directions for policy in teaching learners with special educational needs (SEN). It draws upon a recently completed scoping study on the effectiveness of different approaches and strategies used to teach pupils with a range of special educational needs (Davis & Florian, 2004) which foregrounded issues of search strategy, knowledge organisation and synthesis. The paper argues that a literature review is historically, culturally and socially produced knowledge and is an important but limited piece of evidence. Guidance for undertaking a review of literature on teaching practice is offered.