Despite studies on the lesson study experiences of English teachers have increased in Turkey in recent years, there is a need for further studies on how to integrate the model into the context. In this study, the qualitative research on the lesson study conducted with English teachers in Turkey was examined, and it was aimed to reach a synthesis to ensure the proliferation of the model. The common databases were searched with keywords, and specific inclusion criteria were used. Selected studies were scored with a checklist to be evaluated in terms of quality, and eight studies (six articles and two doctoral dissertations) that received the required score were included in the research. In the analysis, the steps of developing the first and second-order themes, interpreting, and synthesizing were followed. The common findings in the studies show that the lesson study provides significant contributions to English teachers despite the difficulties in the process. The synthesis includes the initiatives at the individual and institutional dimensions. It is concluded that the pedagogical design capacity and collaboration skills of English teachers should be strengthened at the individual dimension while administrator, mentor/facilitator support should be provided, and policy changes should be made in teacher education at the institutional dimension. We also recommended examining how the model can be adapted to Turkey's cultural-educational context, teacher autonomy, and identity. [This article includes an extended summary in Turkish.]