This article reviews the impact evaluation of Teacher Training Programs in higher education (TTPs). Forty-five articles published over 16 years were selected. The results were organised using three levels of impact: faculty, institution, and students. This paper analyzes the characteristics, the evaluation of the level of impact, and the changes in different types of teacher education. It is concluded that PFDs can contribute to better teaching in which the role of the teacher is valued from a student-centered perspective, but that this does not necessarily translate into a transfer to the classroom and increased Learning Outcomes.