This chapter systematically reviews important studies on translanguaging in language teacher education between 2010 and 2020, a period when translanguaging started to gain traction. Studies are searched and selected from two major social sciences databases: SSCI and Scopus. Findings from the thematic analysis of the studies have demonstrated a comprehensive picture of research on the topic, covering issues not only related to teachers’ beliefs and pedagogical practices of translanguaging, but also concerning different mediating factors such as educational contexts, multiple stakeholders’ perspectives, and broader sociocultural factors. The findings thus contribute to exploring the trends of existing studies on translanguaging research. Finally, the findings are discussed and implications are drawn for furthering research and practice of translanguaging in language teacher education.