Background: While life course approaches are critical for improving population health, they are often underutilized. We aimed to summarize literature on priorities for supporting a life course approach to health/well-being/health equity across research, policy, practice, and knowledge exchange. Methods: Systematic scoping review. We searched MEDLINE/Embase/PsycINFO/Google-Scholar/WHO-IRIS for priority-setting/consensus studies or reviews published since 2015, focused on stakeholders' priorities for supporting a life course approach to health/wellbeing/health equity. We mapped the scope, methods, and focus of the priorities, including the sphere of applying a life course approach (research/policy/practice/knowledge exchange) and level of support for the approach (APPLYING/ADVANCING/ACTING). Results: Of 636 records, 29 priority-setting/consensus studies were included. Studies focused on applying a life course approach across diverse topics, most commonly maternal, child/adolescent or sexual/reproductive health. The number of stakeholders ranged from 11-344, with researchers the most commonly-involved stakeholders. Nearly half of studies had priorities focused solely on supporting life course approaches in research, with a few each on policy/practice and small numbers considering multiple spheres. Only one considered knowledge exchange. There were 9 studies APPLYING a life course approach to a field, 12 APPLYING and ADVANCING the approach by identifying barriers/enablers to adoption, 2 APPLYING and ACTING, and 7 ACTING on barriers/enablers by generating tools. Conclusion: We identified a small set of tools to support implementation of life course approaches which can be adopted by researchers, policymakers and practitioners. Further priority-setting studies are needed on policy/practice, at the ADVANCING/ACTING levels to identify and address barriers/enablers, and considering all life stages including older adults.