Teachers' beliefs may influence their teaching practices and use of strategies and interventions. In recent years, the prevalence of autism spectrum disorder has been on the rise, and there has been an increase in the number of students with autism enrolled in mainstream schools. However, teachers often feel ill-prepared to provide appropriate support for students with autism and may hold different beliefs about these students and how to support them. Although empirical studies exploring teachers' beliefs exist, very few studies have systematically examined and analysed teachers' beliefs about teaching students with autism. This study used a systematic review methodology to locate previous studies focused on exploring teachers' beliefs towards students with autism, published in peer-reviewed journals in the past 10 years (2012-2021). The results of the data analysis conceptualised five major themes about different types of teachers' beliefs. The implications for teachers' practices, education reforms, and further research directions are also provided.