This chapter reports on the general results from our systematic review of emotion in science teacher education. It begins with broad publication trends over time, followed by an outline of key study characteristics including sample country, science teaching context, schooling level, and study design. General theoretical trends are summarized by identifying disciplinary origins of emotion theories evident in the included studies. Broad methodological trends are then described, providing an overarching sense of the way in which knowledge about science teachers’ emotions has developed in the field. Then, six themes are presented based on the topics of investigation at the center of included studies. These six themes form the basis for Chaps. 4 – 9 .