The study of the life course and human development has evolved rapidly over the past quarter century, extending across substantive boundaries of the social, behavioral, and medical sciences. These advances have coincided with the spread of life course studies across diverse societies, as scholars draw on long‐term longitudinal archives to examine the implications of social change for human development. Viewed collectively, these cutting‐edge studies tell us much about the dimensions of historical time and place and their importance in shaping biographical pathways. The chapter begins with the theoretical traditions that have formed an interdisciplinary life course perspective on human development, one that views the person as embedded in a life‐long pattern of social roles, age distinctions, and relationships, processes that are themselves responsive to place and time. In the second section, elementary concepts (e.g., trajectories, transitions) and paradigmatic principles are introduced as a theoretical map of the life course. These concepts and principles have been applied in longitudinal studies of lives across societies (e.g., China, Germany, and Russia) and, within societies, by geographic distinctions (e.g., states, regions, and communities/neighborhoods). The chapter concludes by noting important advances in studying the impact of historical time and place.