Purpose: A systematic review of the research conducted on Cooperative Learning in Physical Education in the last 5 years (2014-2019). Method: Seven databases were used to select those articles that included information on the implementation of Cooperative Learning in the different educational stages. After the exclusion criteria, 15 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. Results: Results showed how research focused more on secondary education, mainly in short-term interventions. Most studies used qualitative and/or mixed methods, and dealt evenly with sports, motor skills, and physical abilities, leaving body expression underrepresented. Regarding the goals of the studies, social learning was the most frequently assessed, focusing on motivation, group climate, and teacher--student interaction. Criticisms regarding the shortness of the experiences and their fragmentation can still be considered valid. Conclusion: This review can help researchers and practitioners conduct Cooperative Learning intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.