Recently, the importance of TPACK (technological pedagogical content knowledge) for understanding effective teaching with technology has been advocated. This study aimed to review empirical TPACK studies published in in?uential international journals from 2002 to 2011, addressing four research questions: (1) What is the status of the TPACK studies published in the selected journals from 2002 to 2011? Is the amount of empirical studies regarding to this topic increasing or decreasing?; (2) What sample groups were selected in the empirical TPACK studies published in the selected journals from 2002 to 2011?; (3) What subject domains were involved in the empirical TPACK studies published in the selected journals from 2002 to 2011?; and (4) What research methods were adopted in the empirical TPACK studies published in the selected journals from 2002 to 2011? Results of this study, using the Social Science Citation Index (SSCI), are presented. (Contains 1 table and 1 figure.)