Within this scholarship, teacher education and the professional development of in-service teachers in the realm of GCE remains under-examined. Teachers may be the most influential agents of GCE, determining both the way and the extent to which it is implemented in classrooms (Goren and Yemini, 2016; Schweisfurth, 2006). Professional development programs aimed at fostering Global Citizenship (GC) among teachers and preparing them for teaching GCE have been shown to impact teachers’ predispositions towards and understanding of these fields (Appleyard & McLean, 2011). One comprehensive, systematic review was conducted in the field of GCE to date (Goren and Yemini, 2017a). That review, which qualitatively explored trends and caveats in the empirical literature concerning GCE, showed that studies related to teachers were unique in many ways and raised questions that differ from those covered by studies focused on students or policy. That review, alongside several other studies, alluded to teacher education and professional development as imperative in the dissemination and execution of GCE-related themes and policy within classrooms, pointing to the practical need to explore what is currently being done (and more specifically, researched) in this field. To address this gap, the present mixed-methods systematic review analyzes the academic literature on GCE and teacher education between 2006 and 2017 in a quest to understand how teacher education scholars are theorizing and researching the presence of GCE in teacher education programs.