This review sets out to map research relatingto the concept of teachers’ professional vision (ability to notice). Professional vision involves processes of selective attention and knowledge-based reasoning that guide the actions of professionals in situations in the context of their domains. The review builds on 19 journal papers included in Web of Science and/or ERIC databases. All these papers present original empirical research studies and focus on professional vision (or ability to notice). The review aims to answer the following questions: How is professional vision conceptionalised in these studies? Which aims and research questions do these studies set themselves? Which methods and approaches do the studies use? What important conclusions do the studies draw? The authors conclude the review with a summary of its findings and a discussion. It appears that the research field is dominated by studies in the area of mathematics education. A focus on humanities and arts seems to be missing. There are a number of research instruments and methods for investigating professional vision “after” action, but the challenge now is to develop ways of exploring professional vision in action and ways of identifying the phases of development of professional vision in the context of teachers’ career.