In many countries around the world, stakeholders engaged in driving education reform policy use teacher professional development to improve the quality of teacher learning, expecting a positive effect on the quality of teaching. Given the high level of expectations for professional development, it is crucial to identify the characteristics of effective teacher professional development. Therefore, we conducted a systematic literature review of professional development interventions for mathematics teachers. We sought to identify the characteristics of interventions with positive and statistically significant effects on students' mathematics achievement. Our review includes 12 professional development interventions which included elements of structured pedagogy intervention (i.e., teacher training, on-site teacher support, and resources for teachers and students), in addition to initial professional development and follow-up workshops. Utilizing technology has proved to be beneficial for student learning, but less so for teacher learning. The results of the reviewed studies indicate that changes in instruction can be implemented incrementally, beginning with less complex interventions and progressing to those that are more complex and demanding. Furthermore, we conclude that professional development interventions that seek to improve student learning outcomes in mathematics should include on-site teacher support, mentoring and feedback, teacher-focused resources, and classroom learning materials.