Various sources suggest preparing teachers of early- or primary-age students to teach probability and statistics involves various challenges. Some of the approaches researchers take for resolving these challenges include developing preservice teacher content knowledge, pedagogical knowledge, as well as providing other opportunities to learn. Various sources also suggest that research in this area is missing or underemphasizing some components. The systematic review undertaken here considers this question by comparing extant literature to teacher preparation standards. Results show that studies emphasize development of probability and statistics concepts and procedures, and an underrepresentation of development of pedagogical knowledge, learning from school experiences, such as student teaching, and reflection on practice.