Different perspectives within educational psychology have recognized the importance of learning environments, which has led to the consolidation of the field of study on classroom climate, in which the emotional dimension has been found to have a fundamental role. However, there is no clear definition of classroom emotional climate yet. Because of this, a systematic review was conducted on classroom emotional climate as a research topic and a field of study. The most relevant scientific articles on the topic of classroom emotional climate were researched, primarily in Europe, the United States, and Latin America. The findings begin with an evolution of the concept of classroom emotional climate throughout the 20th century, to later focus on the advances and development in the study from the year 2000 to 2015. The findings indicate a multitude of factors that relate to, and are affected by, classroom emotional climate. These analytic categories include emotional regulation, student-teacher and student-student interactions, academic achievement, the teacher s role, family dynamics, prosocial and antisocial behaviors, and socio-cultural context. In contrast with the north american and european articles, there was a lack of studies from the colombian context and Latin America in general. Because of this, the present review proposes to broaden the understanding of the concept of classroom emotional climate and the ways it can contribute to, and improve, the quality of education in the Colombian educational system, so as to promote the wellbeing of students and teachers in the school context.