This systematic literature review investigates the integration of 3D modelling and printing (3DMP) into teacher education to understand current practices and propose future directions. Following PRISMA guidelines, a search was conducted across four databases (ERIC, Web of Science, Scopus, IEEE Xplore) for studies published up to 2023. Studies involving preservice teachers were included based on predefined inclusion and exclusion criteria. Content analysis was employed to examine study characteristics, and open-coded thematic analysis was conducted to identify themes related to technological, pedagogical, and content knowledge (TPACK) and to categorise the benefits, challenges, and needs described in the studies. Results from 20 selected papers indicated that 3DMP integration could enhance skill development, hands-on experience, and participant engagement but may encounter challenges associated with resource availability, time constraints, and school integration. Our findings emphasise the need for teacher education programs integrating 3DMP with a practical approach, incorporating content, pedagogical, and technological components to prepare future educators to utilise this emerging but increasingly relevant technology. Building on this study, we highlight the importance of future research to extend theoretical and practical approaches, particularly in underrepresented regions. This review offers insights for developing training programs and informs policies supporting 3DMP integration in teacher education.