Due to the rise of World Englishes during the postcolonial period, the geographical landscape of English as a Lingua Franca has changed. The coexistence of many English varieties in today’s world has substantially challenged the concept of standard English. Consequently, the long-established dominance of the traditional concept of English possessed by native speakers has begun to dwindle and be replaced by English as an international language (EIL). This paradigm shift has resulted in a proliferation of studies about teachers’ beliefs about EIL and the enactment of EIL-aware instruction in language classrooms. This chapter aims to provide a systematic review of a collection of 53 studies conducted on language teachers’ beliefs and practices about EIL pedagogy. The results of the systematic review show the journals in which the studies were published from 2010 to 2020, the contexts of the studies and participants, research designs, and data sources. These studies unravel teachers’ perspectives on numerous aspects of EIL pedagogy, including teaching materials, instruction of grammar and pronunciation, assessment, teacher training and professional development for EIL pedagogy, and constraints in EIL-aware instruction. Studies reporting on teachers’ EIL-aware practices bring to light various aspects of these practices including the integration of World Englishes, the importance of intelligibility, and the role of cultural awareness in language teaching. Overall, the findings showcase the teachers’ inclination toward prioritization of the native varieties, reluctance to incorporate EIL into ELT practices, and awareness of the multiplicity of English varieties in the world. These findings imply that teachers’ EIL-informed practices require their professional development to implement curricula that reflect global English usage.