Place-Based Learning (PBL) is an experiential-based pedagogy differing from the conventional text and classroom-based education. PBL uses school-wide initiatives and local communities as a primary resource for teaching and learning, and is something that can be incorporated into teaching and learning pedagogies to create positive outcomes. These initiatives are diverse, and aim to integrate learning and communities through inquiry, which in turn leads to increased student engagement, higher qualities of work and the opportunity for students to gain eye-opening experiences into the importance of the wider world. The root of PBL is enhancing learning experiences through direct engagement and inquiry into place, community and culture. These experiences can contribute to shaping ākonga into confident, connected and actively involved lifelong learners (Ministry of Education, 2007). This literature review examines the role of PBL as a platform for inclusive and community-based education, and demonstrates how PBL can be implemented in schooling contexts and the wider community to gain positive outcomes for students.