Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and MetaAnalyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.