Language for Specific Purposes (LSP) has received extensive theoretical and empirical attention across most of its subareas. However, several claims have been raised as to the limited scope of research on LSP teachers. The present study is a review of the studies conducted on LSP teacher education from 2000 to 2019 in order to track the scope of the state-of-the-art and peer-reviewed works done in this area. The search for LSP teacher education research yielded 60 studies representing similar foci from which ten categories emerged. The categories included: action research, cognitions, practices, cognitions and practices, content and language teachers, professional development, genre, critical incidents, identity, and language change. It was found that the line of inquiry features a dispersed, intermittent empirical attention to teachers, with a wide array of topics existing within the nomenclature of teacher education being untouched in LSP. Additionally, in comparison to general language teacher education, LSP teacher education has received much less attention, which in turn calls for further attention from researchers to build the associated scholarship in more depth. The study raises implications for LSP teacher education situated within the current understandings of (language) teacher education and highlights the relevant potential research directions.