The language teaching practicum (LTP) is a key component of many language teacher preparation programs. Typically a culminating course, the LTP aims to provide students with practical classroom experience in which to exercise skills that they have learned previously in their programs. That said, little research has been conducted on the activities that comprise the LTP. In the present systematic review, we fill this gap by analyzing publications from 2010 to 2020 that explore curricular foci in the LTP. Our analysis revealed themes associated with mentoring, feedback, reflection, other types of activities (e.g., teacher shadowing), and overall course evaluation. Along with findings of the review, we include a discussion of activities utilized in the practicum and interesting trends in the research. We conclude the review with reflections on the curricular makeup of the practicum experience and areas for future research.