The field of Chemistry Education Research (CER), since its inception, has addressed issues at the interface of teaching and learning of chemistry at various levels. With primary aim to understand and improve chemistry learning, the researchers in this field are interested in questions like how and why do students learn? Why are some concepts in chemistry difficult to learn? How effective learning in chemistry can be facilitated? CER, though relatively young as compared to other research domains of chemistry, is an established academic field today. It has consensus about its commitments, methodologies and norms. The work in CER is often grounded in the theories borrowed and modified from fields such as psychology, sociology and philosophy. The current talk will present an overview of some key CER areas and associated ideas as these provide valuable insights to teachers, curriculum planners and policy makers engaged with chemistry education.