Many countries around the world have now introduced Digital Technology concepts and pedagogical practices to their primary school curricula to ensure students develop the understanding, competences and values that will enable them to contribute to and benefit from their future labour market and society. This study aimed to explore teachers' experiences with these curricula in order to understand how teachers can be supported to raise their implementation efforts. An analysis of twenty-three studies across eleven countries was undertaken and found there was a lack of consensus of an appropriate age and approach to introducing Digital Technology concepts within primary schools. Teachers' Digital Technology self-efficacy, Digital Technology self-esteem/ Digital Technology confidence was seen to greatly influence their implementation, and many challenges to implementation were discussed. Professional Learning and Development was raised as a solution to boost teachers' confidence and overcome common implementation barriers.