As a central practice in scholarship, citation is an important skill to be acquired by undergraduate students. However, scholars display vast disagreement on the ways in which this skills should be taught. Most frequently, citation is approached from the perspective of plagiarism. This critical review examines the core literature surrounding the undergraduate experience of citation and plagiarism. Pedagogies of citation and plagiarism are described, along with the literature on citation mechanics, strategies for defining and dealing with plagiarism, and changes called for in how the academy understands plagiarism. Relevant learning theory concepts are also explored. The review concludes with a discussion of potential implications and topic areas for future research.