Drawing on multiple theoretical perspectives, research over the last two decades has provided insights for the effective teaching of science to emergent bilinguals. This chapter synthesizes empirical studies published since 2010 that investigated ideologies, knowledge, and/or practices of PreK-12 science teachers in professional learning around the teaching of science to emergent bilinguals. Addressing the question “what is the role of teacher education in the teaching of science to emergent bilinguals?”, the 38 PreK-12 preservice and inservice teacher education publications selected for this review have: (1) theoretically converged on the integration of science learning with language/literacy development, (2) employed approaches that, while generally aligned with professional development research, vary in their attention toward collaboration and use of educative materials, and (3) generally led to positive shifts in teacher knowledge and practice around teaching science to emergent bilinguals and positive learning outcomes for students, including emergent bilinguals. While the research has expanded significantly and led to key insights, future studies should explore the nuances of: (1) linguistic hegemony in science education, (2) how to structure and support collaborative communities of practice among teacher educators, administrators, teachers, students, and families, and (3) how and when changes in teacher knowledge and practice occur.