This paper aims to provide information about the terminological framework used to define teacher collaboration in previous research. The authors identified 82 studies that fulfilled the inclusion criteria. After reviewing the studies, they documented findings under five categories; the terminological differences to define teacher collaboration, the focus and depth of teacher collaboration, potential positive and negative consequences of the collaboration, what is needed for successful teacher collaboration, and how successful collaboration is defined. This study contributed to the literature by providing a comprehensive overview of what collaboration means and what is necessary for effective teacher collaboration.