Vocational education and training teachers play an integral role in ensuring students, both international and domestic, gain quality learning experiences and positive outcomes. The COVID-19 pandemic caused rapid changes and abruptly shifted vocational education from face-to-face teaching to teaching at a distance. This study aims to investigate vocational education and training teachers’ experiences during and post COVID-19. A systematic review and analysis of 26 publications, published between 2019 and 2022 in English-language peer-reviewed journals, revealed areas that were underexamined and warranted deeper exploration, including the impacts on pedagogy and recognition of the precarity under which many vocational teachers work. Such challenges impact students and teachers economically and mentally. Investigation of teacher experiences can aid management and policymakers to respond to the uncertainties of the post-pandemic world as it provides us with critical moments to rethink the management of professional development and support for teachers to be able to provide equitable opportunities to students’ differentiated needs.