This case study introduces critical interpretive synthesis (CIS) as a systematic approach for reviewing and synthesizing a diverse body of research evidence to develop fresh insights on an issue of concern. Unlike aggregative forms of systematic review, which are more familiar in the field of education, CIS does not require commensurability between studies or units of analysis. It can incorporate qualitative and quantitative research and also can be used to repurpose empirical studies to explore issues outside their primary focus. CIS draws on techniques that are common in qualitative inquiry, such as the ongoing refinement of research questions and an iterative process of data collection and analysis, and that support the development of an overarching synthesizing argument. This case study demonstrates the CIS approach--and its value--in the context of African education research, a rich and diverse evidence base that has often been overlooked and undervalued in education policy and practice debates. Specifically, this study reflects on the CIS process with reference to two studies that synthesize education research from the region: a solo project on peer support practices among students in African schools and a collaborative study on teacher professional development. Together these studies help to illustrate the process of conducting a CIS and how this approach may be adapted to explore other substantive issues of concern. [This content is provided in the format of an e-book.]