Teacher curricular knowledge has gained significant attention from researchers over the past few decades due to its crucial role in shaping effective teaching and improving student outcomes. While several systematic studies on teacher curricular knowledge exist, none have thoroughly examined critical components of these studies, such as authors, subjects, publishing details, referenced sources, and other relevant factors. This chapter aims to analyze language teachers’ curricular knowledge through a systematic review of research conducted between 2010 and 2020. For this purpose, 22 studies from peer-reviewed top-tier journals were analyzed. The study explored various factors, including the distribution of journals, participant demographics, geographical coverage, research design, data collection methods, and key findings. The findings suggest that the number of publications has no linear perspective, which may be a significant sign of changing trends both in teacher education and governmental policies in teacher curricula, which may yield important data for researchers. Furthermore, the studies emphasize the importance of a strong teacher knowledge base, particularly in curriculum components such as content knowledge (CK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK), all of which play a key role in effective curriculum implementation.