This chapter examines the antecedents that have impacted the development of in-service English language teachers’ TPACK and presents a comprehensive overview of the research conducted in this field from 2010 to 2020. Utilizing a systematic review approach, this study has discovered a consistent growth in the quantity of research in this particular study area throughout time, with the majority of it being carried out at universities. A majority of studies have used the mixed-techniques approach, with questionnaire surveys, interviews, and classroom observation being the most often utilized study methods. The review has concluded that both internal antecedents (i.e., age, teaching experience, gender, teaching level, and teachers’ beliefs and attitudes) and external antecedents (i.e., technical infrastructure, technical and administrative support, support and pressure from colleagues, and professional training) have impacted the development of in-service English language teachers’ TPACK. Empirical studies have shown that the technical infrastructure and resources serve as the foundation for English language teachers’ use of technology in their classrooms. Furthermore, teachers who exhibit strong beliefs and attitudes toward technology are more likely to build TPACK. The roles of colleagues have had a conflicting impact on teachers, either inspiring or discouraging them to acquire and utilize more technology in English instruction. The present systematic research offers significant implications for comprehending the antecedents that have influenced teachers’ TPACK and for enhancing the integration of technology in English teaching.