Continuing Professional Development (CPD) is essential for middle years practitioners to develop their pedagogical skills and content knowledge. The authors used systematic quantitative literature review (SQLR) of CPD journal articles and other important works published from 2000 to June 2018, exploring where the research was conducted; what approaches, methods and technology were used; and the main research findings. This work aims to contribute to knowledge and to identify the types of CPD practices that have the most significant impact on learning outcomes for middle years learners.