A review and synthesis of the studies of teaching the 'energy' concept are worthy for science education researchers, teachers, curriculum developers, and policy makers. Since teachers may have a busy schedule, they may lack of tracking related studies. Therefore, this thematic review will highlight them on the studies' perspectives-focuses, needs, methods, general knowledge claims and implications- of 'energy' teaching studies. Finally, this paper intends to evaluate the 'energy' teaching studies to notice where we are. Using a thematic matrix, each study was described. General trends were also apparent. Further, the similarities and differences were obvious since the unique features of each study were clear. Briefly, an interpretive account of the 'energy' teaching studies was followed. In light of the general knowledge claims, it can be deduced that most of the studies has pointed out that their used alternative approaches are more effective in student's conceptual learning or made a significant contribution to student's learning experience/motivation/skills. However, the only two studies also pointed out some disadvantages of their used approaches. Most of the studies under investigation recommended audience to carry out their used alternative approaches in their teaching-learning processes.