The growth of digital media tools has enabled individuals to approach learning from an interactive and personalized perspective. One of these digital media tools, augmented reality (AR), provides intriguing opportunities for these developing forms of learning. Although research has demonstrated the capabilities of this technology within formal learning environments, research surrounding AR implementations within informal learning environments is scarce. This study aims to provide a review of empirical studies involving AR applications within informal learning environments. The goal of this study is to address the current gap in research through the examination of articles over the time period of 2010 to 2017. Eighteen articles have been selected and examined based on their educational outcomes, claims surrounding AR, methodologies utilized, and the demographics of participants within the study. This review looks to expand on existing trends in order to evaluate the ways in which AR implementations vary across formal and informal contexts.