Objective <p>Learning environments encompass aspects related to personal, social, organizational, physical, and virtual components and can affect not only academic performance but also the physical and emotional well-being of students, which in turn impacts the quality of services offered to society. Therefore, this study aimed to characterize the learning environment for pharmaceutical care teaching in the literature.</p> Findings <p>A scoping review was conducted the databases: Pubmed (Medline), Embase, Web of Science, Scopus and ERIC. The search was conducted in July 2025, without restrictions of year or language. The methodological quality of studies was verified using the Mixed Methods Appraisal Tool (MMAT). 11 studies met the eligibility criteria and were included in this scoping review. They were published between 2010 and 2025, in the United States (<i>n</i> = 4), Malaysia (<i>n</i> = 2; 18.18%), Netherlands, Australia, United Kingdom, Kuwait, and Canada (<i>n</i> = 1; 9.09%). The target population was Pharmacy students. Physical and virtual environments were described, highlighting innovative approaches centered on the student, as follows: experience-based learning (EBL), problem-based learning (PBL), simulation, team-based learning, blended learning and online learning (e-learning). Personal, social, and organizational components were also identified.</p> Summary <p>Innovative strategies have proven effective in the learning process of pharmaceutical care. However, it is important that these findings be reproducible in settings both inside and outside the university. Future research should deepen the understanding of learning environments for teaching Pharmaceutical Care to strengthen scientific production and guide the training of future pharmacists better prepared for patient-centered practices.</p>