In this research, it is aimed to analyze technological pedagogical content knowledge (TPACK) studies published in the field of primary school teachers and preservice primary school teachers by using thematic content analysis. In this research, 20 articles and 8 dissertations were analyzed by using thematic content analysis method. Each study was examined within the context of the study's aim, method, sample, data collection tools, data analysis techniques, the topic distribution in TPACK in primary education, pedagogical practice used in TPACK development in primary education, results and suggestions. As a result, it was revealed that most of the studies were conducted to determine the relationship between TPACK and different variables. It was observed that the quantitative design was used the most as a method in the studies and the scale/survey was used as a data collection tool. In addition, it was determined that the studies were mostly carried out independently of the field and carried out at the level of classroom teachers. As a result of the research, it is suggested to conduct qualitative and mixed pattern studies in order to examine the TPACK development of process-oriented teachers and preservice teachers. Additionally, considering that primary school education is a field that includes different disciplines, it is seen that field-specific studies are lacking. In order to eliminate this deficiency, it is recommended to carry out studies specific to a discipline such as mathematics or science in primary school education.