The aim of this paper is to review empirical research on ways to use Augmented Reality (AR) as a pedagogical tool in science teacher education and to identify possibilities and limitations. A literature search was conducted based on published articles in peer-reviewed journals between 2010 and 2023. Eighty-two research articles were screened at abstract and title level, 30 at full-text level of which 17 were included for further analysis. Three ways of using AR were identified: with HoloLens, AR in mobile devices (MAR), and game-based AR in mobile devices (MARG). The results show several pedagogical possibilities: AR can make otherwise difficult-to-access scientific phenomena visible which facilitates learning; AR increases student teachers' motivation and interest in the subject content; student teachers learn to use the technology and are motivated to apply it in teaching with students; and AR in combination with group work creates conditions for discussions on subject content and ways of organizing teaching in school. However, there are limitations in using AR, mainly referred to as technical problems and a lack of competence to solve those problems. Furthermore, there is not yet sufficient breadth of subject content in relation to AR, and there are existing AR environments that cannot visualize abstract phenomena in a relevant way. In order to prepare future teachers to teach science and take advantage of AR in teaching, it is essential to implement AR as part of science teacher education where both digital and pedagogical competence should be in focus.