Catching is an important object control skill that is essential to the successful performance of many sports and games, and is a skill incorporated into NASPE’s national standards for physical education. Catching is a complex skill that consists of tracking an incoming object, stopping its momentum, and gaining control of it using the hands. It is also an open skill where performance is determined by spatial and temporal environmental factors. The developmental and learning literature on catching is extensive and warrants synthesis and analysis in order to consider the implications to teaching the skill of catching to children. The purpose of this study was to conduct a review of literature on the task of two-handed catching, and to identify implications of the literature to teaching children to catch. The review process included analysis of recently published motor development textbooks, manual checking of peer reviewed journals, and extensive electronic searching of three online databases to identify relevant studies. Inter-rater reliability in identifying studies was assessed. In order to be included in the review, the studies had to meet the following inclusion criteria: (a) catching in children aged between 3 and 18 years of age, and; (b) two-handed catching. Studies of catching in adults and one-handed catching were excluded from the review. Book chapters, conference papers, non-data based articles, and dissertations were also excluded. A total of 24 studies were found according to the inclusion criteria. Newell’s (1984, 1986) constraints model was used to conceptually categorize and classify these data. Newell suggests that motor performance, such as catching, is a product of constraints imposed by the learner, task, and environment. A total of 5 studies examined task factors, 11 studies examined learner factors, and 13 studies examined environmental factors. Overall, these studies provided: (a) description of the technical aspects of mature and immature catching skill performance; (b) description and discussion of the developmental sequences of catching; (c) examination of the influence of instruction on catching performance, and; (d) factors influencing catching performance (e.g. equipment). As a result of these findings, a number of implications for instructing catching were developed along with implications for teacher education programs. Finally, considerations for future research were considered. These data from this study have the potential to inform teachers to enhance the instruction of catching in children.