This paper provides a multidisciplinary methodological review and guidance for using a theory of change in education -- an approach, process, and product focused on visually diagramming and narratively discussing how an initiative or set of activities works to generate change, for whom, and under what circumstances and assumptions. Drawing on a critical conceptual framework and established yet disparate research and guidance published in multiple disciplines, the review delineates foundational considerations for educational researchers, evaluators, and/or practitioners, from planning for the process to developing and using a theory of change. The review also discusses future directions for research on and applications of this approach for educational issues and contexts.