Background: Teachers are particularly vulnerable to voice disorders due to the high vocal demands of their profession. A literature review on amplification and voice in teachers is crucial as it provides comprehensive insights into the challenges and solutions related to vocal health in educational settings. This knowledge is essential for developing evidence-based interventions and training programs that can support teachers in preserving their vocal well-being, ultimately enhancing their teaching effectiveness and overall job satisfaction. Methods: This literature review was conducted using seven computerized databases: PubMed/MEDLINE, Embase, Scopus, Science Direct, Web of Science, Scielo, and Virtual Health Library. We aimed to include publications on all possible terms that could be linked with the use of voice amplification in teachers. Results: Keyword analysis identified two main clusters: one related to voice and dysphonia, and another to voice quality and acoustics. The types of amplification used in studies were predominantly portable systems, with ChatterVox and Shure microphones being common. Voice assessment methods included acoustic analysis and self-reports, with fundamental frequency and sound pressure levels being the most reported parameters. Conclusion: Our results can significantly enhance teacher training programs by incorporating vocal health education, promoting the use of portable amplification tools, and teaching standardized voice assessment methods. Additionally, integrating other aspects, such as raising awareness about the impact of environmental factors on vocal health can help future teachers maintain their vocal well-being. These measures will better prepare educators to protect their voices, leading to more effective teaching and improved overall well-being.