The limited and largely international, adult-based literature links "perfectionism" with both positive (achievement, life satisfaction) and negative (mental health difficulties, suicide) outcomes, both of which have relevance for education. This review identifies the key areas of agreement and conflict in the current research base, relating to the definition and dimensions of "perfectionism," its development and link with learning and behaviour, and the perceived risks and benefits of high levels of "perfectionism." The dominant discourse is a multidimensional model of "perfectionism" which develops through a complex combination of genes, upbringing, personality and experience. There is strong evidence for "perfectionism" presenting greater risk than benefit to the individual, with a need to distinguish "perfectionism" from high achievement. There is a proposed function of "perfectionism" as a coping strategy for the individual, with discussion of a related role for the Educational Psychologist (EP), as well as ideas for future research.