(1) Background: Teachers’ visual behaviour in classes has an important role in learning and instruction. Hence, understanding the dynamics of classroom interactions is fundamental in educational research. As mapping evidence on this topic would highlight concepts and knowledge gaps in this area, this systematic review aimed to collect and systematise the analysis of teachers’ visual behaviour in classroom settings through the use of eye-tracking apparatus; (2) Methods: The methodological procedures were registered in the INPLASY database and this systematic review used the PRISMA criteria for the selection and analysis of studies in this area. We searched on six literature databases (B-on, ERIC, ScienceDirect, Scopus, TRC and WoS) between 1 January 2015 and 31 December 2024. Eligible articles used eye tracking apparatus and analysed teachers’ visual behaviour as a dependent variable in the experiment; (3) Results: The main results of the articles selected (n = 41) points to the differences in teachers’ visual behaviour in terms of professional experience and the relationship between gaze patterns and several classroom variables; (4) Conclusions: A deeper understanding of teachers’ visual behaviour can lead to more effective teacher training and better classroom environments. The scientific research in this area would benefit from more standardized and robust methodologies that allow more reliable analyses of the added value of eye tracking technology.