This chapter gives an overview of the research on the use of narrative Context Rich Problems (CRP) in physics education at the upper secondary and higher education levels. After a presentation of the CRP concept, the benefits and risks of using CRP are investigated. The focus here is on learning physics concepts and problem solving, which includes bridging everyday experiences and physics modelling. How CRP stimulate discussions about physics and aid the development of problem solving skills is also discussed. The research findings include the selection and formulation of problems that help students to take ownership, i.e., take actions of choice and control. Other aspects of CRP are investigated too, such as whether there is a difference between giving too much or too little information in the problem solving context. How the teaching should be organised regarding the use of CRP and the functionality of the student group are also discussed. As engagement and good discussions in randomly organised groups are not always possible, we look at how the groups could be formed in order to be constructive. Being aware of students’ inabilities to work together and having the knowledge to deal with this can make the use of CRP more relevant and valuable.