Cloud Computing (CC) refers to the physical structure of a communications network, where data is stored in large data centers and can be accessed anywhere, at any time, and from different devices. This systematic literature review identifies and categorizes the potential and barriers of cloud-based teaching in schools from an international perspective. This study applied the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology for determining the articles and reporting analysis. A total of 510 articles were identified from ERIC, IEEE Xplore, Science Direct, and Primo. After screening and eligibility checking, 13 articles focusing on "cloud computing and school" were included for qualitative and meta-analysis. The papers are coded, devising 31 themes grouped into five categories. The adoption of CC in schools is associated with five factors: 1) globalization (easier access to education, data access everywhere/accessibility/infrastructure, 21st Century Skills); 2) educational benefits (motivation, teacher-parent communication, collaboration, flexibility, productivity, creativity, self-organized learning, communication, sharing of knowledge, problem-solving, responsible students/peer review/no bad excuses); 3) administrative benefits (economy--operations, computer lifetime, licenses, timesaving, BYOD, software diversity); 4) barriers (technical barriers, cultural barriers, security, privacy, laws and regulations for schools, age restrictions/parent acceptance, and opacity); and 5) implementation (management support, paradigm shift in education, incongruence between implementation strategies).