Building upon Shulman's pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as a third domain of knowledge, along with content and pedagogy. This literature review examines preservice teachers' TPACK development organized around five different research methods (self-report measures, open-ended questionnaires, performance assessments, interviews, and observations). Although several themes related to preservice teachers' TPACK development were identified from the literature reviewed, teacher educators and in-service teachers modeling the use of technology and preservice teachers' TPACK development around the seven knowledge domains are discussed in detail. Thus, the intent of this review is to provide a synthesis that closely examines the documented results on preservice teachers' TPACK development.