In this chapter, we provide a comprehensive overview over trends in and research on pre-service physics teacher education. Pre-service teacher education lays the foundation for the instruction we can observe in physics classrooms, the ways physics teachers communicate, and develop further in their careers. Yet, often times physics teachers are not adequately prepared to teach physics specifically. In the past years, several attempts have been made to address this shortcoming of qualified physics teachers through increasing the enrollment of teacher candidates and strengthening pre-service physics teacher programs itself. Thus, in our review, we discuss current trends and standards in physics teacher education worldwide and highlight which different program structures of pre-service physics teacher education arose. Furthermore, we delineate frameworks that describe professional knowledge and skills as well as additional personal characteristics such as teacher identity that pre-service physics teachers are expected to develop. Based on those frameworks, we present research on the impact that teacher educators and specific learning environments can have on pre-service physics teachers. We conclude the chapter by highlighting initiatives that aim to increase the enrollment of pre-service physics teachers and by identifying possible ways to advance research on pre-service physics teacher education.