The laboratory is a fundamental part of chemistry courses due to its ability to articulate unique learning environments. However, questions are raised regarding the lack of empirical evidence, demonstrating its effects on learning. To contribute to this gap, a literature review focused on the contributions of authors affiliated with Latin American institutions regarding learning in the university-level chemistry laboratory is reported. Eighty articles were identified, which stand out for being mainly written by Brazilian authors (43%), mostly in English (83%), and primarily in the Journal of Chemical Education (61%). These documents are characterized by curricular innovations (91%) with a disciplinary focus and presenting pedagogical intentions and diverse and unarticulated methodologies for learning assessment. These results show that Latin American contributions are focused on disciplinary content, which allows for new research focused on other aspects of learning in the laboratory. Finally, it is recommended that researchers specify aspects such as the objectives of their laboratory proposals, the theoretical foundations with which learning is established, and the instruments used for its measurement in their publications.