Teacher communities play a central role in teachers' professional development. This study provides a systematic review of empirical research on teacher communities (TCs). Based upon predefined selection criteria, 40 studies were analysed using a narrative method. Three different types of TCs were identified: formal, member-oriented with a pre-set agenda, and formative TCs. Results showed that different stakeholders (governments, school principals, teachers) are involved and their different perspectives and degrees of involvement (distinguishing between TCs realised bottom-up or top-down) impact TCs. Finally, several conditions for success were reported: supportive leadership, group dynamics and composition, and trust and respect. •Community appears to be a fuzzy concept, in literature and practice.•Three different types of teacher communities (TCs) can be distinguished.•The presence of different stakeholders influences the functioning of TCs.•Conditions for TCs' success include leadership, group dynamics, trust, and respect.