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In this article 93 empirical studies on learning to teach are reviewed. The purpose of the review was twofold. Firstly, the authors sought to establish what is currently known about how people learn to teach and, secondly, to critique the quality of the reporting of that research. An outline of the review methodology and an extensive table containing details of the studies reviewed are included. To present the review results the research papers were grouped within three areas: prior beliefs of beginning teachers; program interventions; and the first year of teaching. Themes emerging from the research papers are identified. These areas were then cut across to discuss more generally what has been learned about the process of learning to teach and to comment critically on the research. The review of the research highlights the tensions between the beliefs and expectations of student teachers and teacher educators and compares the effect of teacher education programs on beginning teacher beliefs. In the final section suggestions are offered for improving research and teacher education programs. Show less