Pedagogical Content Knowledge (PCK) continues to be an important construct in understanding how effective teachers are and how well their students achieve. Based on the work of Shulman, PCK combines content knowledge (what is taught) and pedagogical knowledge (how it is taught) and contextual knowledge of learners and environments in which they learn. This review incorporates conceptual, theoretical, and empirical views of PCK, emphasizing the multidimensionality of PCK and its contribution to quality instruction. The paper initially discusses the difference and relation between content knowledge and pedagogical knowledge and their combination as PCK. It then examines key elements of PCK including knowledge of learner's misconceptions, instructional strategies, curriculum design and assessment practices. The constructivist theory serves as the guiding framework which emphasizes the learning as an active process, contextual and social where teachers act as facilitators of knowledge construction. Empirical studies reviewed show that teachers with higher levels of PCK have a positive impact on student's academic achievement in disciplines and also highlight the need for specific teacher training and professional development. The local and international contexts also provide evidence that PCK is dynamic and develops as an experience, reflective practice, and a process of constant learning. The paper ends by saying that the need to enhance the PCK of teachers is essential in order to enhance learning outcomes and to overcome misconceptions and stimulate student motivation, especially in science and mathematics education. This review therefore offers valuable insights for teacher education programs, policymakers and researchers who are concerned with improving the quality of instruction by building the professional knowledge base of teachers.