Background: PBL as a pedagogy favors the performance of students/learners, not only in medical education but it has also travelled through other fields like business studies, dentistry, health sciences, law, engineering, science, social sciences, and teacher education. As an approach, PBL gives students a space where they can construct their professional knowledge in the field of education by promoting dialectic and bridging the gap of educational theory and practice, by promoting professional cooperative communities, and by enhancing students’ ability to criticize and reflect on themselves as a group and individuals. Objectives: In order to understand the research trends of Problem-Based Learning in Teacher Education, the present study's aim was to analyze international scientific publications using bibliometric analysis on Problem-based Learning in Teacher Education. Tools: Tools used in this paper were the Scopus database, Microsoft Excel, and VOSviewer with search terms such as “Problem-Based*” and “Teacher Education”. Method: Related articles were retrieved from the Scopus database by using the search terms “Problem-based*” and “Teacher Education”. A total of 227 documents published in different journals indexed in Scopus retrieved from the Scopus Database were analyzed. Bibliometric analysis has been done to map the Annual publications, countries, institutions, authors, journals, and keywords in the field of Problem-based Learning in Teacher Education were visually analyzed using VOSviewer and the Scopus analysis tool. Results/ Conclusion: Among universities/organizations, in terms of the number of documents, University of British Columbia, Canada) contributed the most in PBL in the context of Teacher Education. The United States ranked first among the Countries. Australia was also an important contributor in terms of co-authorship between Countries. In terms of the number of publications, Derry S.J was the most prolific author. If considering, number of citations, then Cochran-Smith with 332 citations topped this list. In co-citation analysis of Authors, Barrows with 87 citations was the most significant author. This work will provide insights to Fellow Researchers and Future Researchers about the existing picture and gaps related to PBL in Teacher Education.