This systematic review synthesizes the empirical evidence of equity-oriented teacher education's (EOTE) effects on preservice teachers (PSTs) generated from 13 countries and published in 58 articles between 2011 and 2020. Looking across the literature, we identify a system of EOTE interventions enacted at programmatic, curricular, pedagogical, and activity levels and their differing effects on PSTs' dispositions, knowledge, and performance for equity-oriented teaching. We highlight these findings' conceptual and practical contributions, raise questions about measuring equity, tracing long-term effects, and balancing equity with other values, and outline directions for future research to advance the field of EOTE. (c) 2022 Elsevier Ltd. All rights reserved.