Fieldwork can be considered as a complex form of education with a potential to provide students with a wide range of environmental learning experiences (Cook, 2008). It offers connections for learning in many areas (general and subject-based knowledge; thinking and problem-solving skills; life skills such as co-operation and interpersonal communication) (Adams and Beauchamp, 2018). All in all, it provides a hands-on opportunity to apply the concepts and skills learned in the classroom to the real world, and that is why it represents a unique opportunity to motivate students to study geography. We have quite a lot of knowledge about the fieldwork; however, trends in the fieldwork change quickly. That is why we decided to review research in the last 15 years (in 2004, Rickinson et al. published the crucial meta-analysis of the fieldwork). Thus the paper aims to describe current research in the area of the fieldwork in educational settings, specifically what topics and in which educational levels are researched. For the study, we opted for the systematic mapping review. We explored empirical papers in the Web of Science electronic database from years 2004–2019 that focused on research in fieldwork which is based on geographical, Science or environmental topics in an educational setting (ev. outdoor education). In total, we identified 79 papers as relevant for the analysis. The documents were coded in MAXQDA (in areas of aims and topic, research sample and research methods). The first results show two dominant areas of research: the research on the effects of fieldwork on pupils (in 44 articles out of 79; among them the prevalent focus was on measuring of effects on pupil’s knowledge or understanding) and effects of the intervention (in 43 studies). The paper will discuss results more carefully, and it will also bring results of prevalent trends in fieldwork research as well as the brief description of empty places in the knowledge about fieldwork.