Interest in the relationship between teachers' personality traits and their performance is rising. It is often remarked, however, that the topic has received little research attention. This study surveys what empirical research has been conducted among U.S. K–12 teachers from 1990 to 2018. The search, conducted according to Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines and structured by the Big Five personality taxonomy, uncovered 13 articles. Effect sizes were statistically small, with the most consistent finding being that agreeableness was negatively related to most outcomes across most studies. Implications and future directions for research and practice are discussed.