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Pedagogical agents (PAs) are increasingly being integrated into educational technologies. Although previous reviews have examined the impact of PAs on learning and learning-related outcomes, it still remains unclear what specific design features, social cues, and other contextual elements of PA implementation can optimize the learning process. These questions are even more prevalent with regards to the K-12 population, as most reviews to date have largely focused on post-secondary learners. To address this gap in the literature, we systematically review empirical studies around the design of PAs for K-12 learners. After reviewing 1374 studies for potential inclusion, we analyzed 44 studies that met our inclusion criteria using Heidig and Clarebout’s (2011) frameworks. Our findings showed that learners had preferences for specific types of PAs. While these preferences were not always associated with increased learning outcomes, there is a lack of research specifically investigating the intersection of perceptions and learning. Our results also showed that pedagogical strategies that are effective for human teachers were effective when used by PAs. We highlight what specific design features instructional designers can use to design PAs for K-12 learners and discuss promising research directions based on the extant work in the field.